LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Sorensen, N (2017)
Publisher: Taylor & Francis
Languages: English
Types: Article
Subjects: L1, LB1603

Classified by OpenAIRE into

ACM Ref: ComputingMilieux_COMPUTERSANDEDUCATION
This paper reports on the findings of a PhD research project into the improvisatory nature of teacher expertise. The data is taken from a series of comparative case studies of seven experienced teachers working in secondary schools in the South West of England and who have been identified as being expert within their school setting. Constant comparative methods of analysis have been used to draw out themes from the data. This has contributed to a grounded theory that identifies the nature of teacher expertise.\ud The findings that arise from the data are that teacher’s expertise is best expressed as continually evolving practice, a process as opposed to an end state that reflects a prototype model. Teacher expertise is seen as fundamentally improvisatory through being socially constructed and that this has a positive impact on the quality of teaching. \ud A grounded theoretical model of teacher expertise casts new light on how we understand advanced professional practice and this paper explores the implications of this contribution to knowledge for school leaders, teachers, researchers and those with responsibility for the initial training and the continuing professional development of teachers.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Auguste, B., Kihn, P. and Miller, M., 2010. Closing the talent gap: Attracting and retaining top-third graduates to a career in teaching. McKinsey and Company.
    • Bakhtin, M. M., 1993. Towards a Philosophy of the Act. Austin, TX: University of Texas Press.
    • Ball, S. 2003. The teacher's soul and the terrors of performativity. Journal of education policy, 18(2): 215-228.
    • Berliner, D.C., 1986. 'In Pursuit of the Expert Pedagogue' Educational Researcher, 15 (7): 5- 13.
    • Biesta, G., 2013. The Beautiful Risk of Education. Boulder, CO: Paradigm Publishers.
    • Burr, V., 2003 Social Constructionism. London: Routledge.
    • Charmaz, K., 2006. Constructing Grounded Theory: a practical guide through qualitative analysis. London: Sage.
    • Claxton, G., 1999. Wise Up: the Challenge of Lifelong Learning. London: Bloomsbury.
    • Coffield, F. and Edward, S., 2009. Rolling out 'good', 'best' and 'excellent' practice. What next? “Perfect practice”? British Educational Research Journal, 35, (3): 371-390.
    • Deakin-Crick, R., Broadfoot, P. and Claxton, G., 2004 'Developing an Effective Lifelong Learning Inventory: the ELLI project.' Assessment in Education, Vol. 11 (No. 3) Deakin Crick, R., 2006. Learning Power in Practice: A Guide for Teachers. London, Paul Chapman Publishing.
    • Department for Education., 2010 The Importance of Teaching. London: The Stationary Office.
    • De Zutter, S., 2010. Professional Improvisation and Teacher Education: opening the conversation in Sawyer, R.K. ed. (2010) Improvisation and Structure in Creative Teaching Cambridge: Cambridge University Press Ericsson, K.A., Charness, N., Feltovitch, P.J. and Hoffman, R.R., 2006. The Cambridge Handbook of Expertise and Expert Performance. New York: Cambridge University Press. Sawyer, R.K., 2004. Improvised Lessons: Collaborative discussion in the constructivist Classroom Training Education 15 (2).
    • Seddon, T., 1997. Education: deprofessionalised? Or reregulated, reorganised and reauthorized?. Australian Journal of Education, 41(3): 228-246.
    • Shotter, J., 1994. 'Now I Can Go On': Wittgenstein and Communication. University of Calgary, 30 Sept 1994.
    • Sorensen, N. and Coombs, S., 2010b Authorized to teach? CPD Update, 126 (May 2010): 8- 9.
    • Stake, R., 1995. The Art of Case Study Research. London: Sage.
    • Sternberg, R.A. and Horvath, J.A., 1995. A prototype view of expert teaching. Educational Researcher, 24 (6): 9-17.
    • Thomas, G., 2011. How to do your Case Study. London: Sage.
    • Vygotsky, L.S., 1978. Mind in Society: the development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • No related research data.
  • Discovered through pilot similarity algorithms. Send us your feedback.

Share - Bookmark

Cite this article