The nature of expertise in the teaching profession (in FLT perspective)
| Authors | |
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| Year of publication | 2013 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Description | Teacher professionalisation is considered one of the key issues in the attempts to raise the quality in education. Therefore, it is vital to learn more about expert teachers, about the nature of expertise in teaching. Our research takes into consideration the three currently dominant paradigms in the study of teacher expertise as this paradigmatic plurality yields fairly different characteristics of the phenomenon, each of them capturing its specific aspects. Our research also acknowledges the assumption that teacher expertise is a culture specific issue (Tsui, 2005). Research aims include theoretical, methodological, and empirical issues. The paper will present partial outcomes of the research, namely development of methods for identification of expert teachers, and for systematic investigation of the nature of their expertise. Further on, the results emerging from the research will be discussed and put into a comparative perspective in order to account for the cultural differences in the perception of the phenomenon. |
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