Building the expert teacher prototype: A metasummary of teacher expertise studies in primary and secondary education

IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Research Review Pub Date : 2023-02-01 DOI:10.1016/j.edurev.2022.100485
Jason Anderson , Gülden Taner
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引用次数: 9

Abstract

While expert teachers remain a frequent focus of research in education, to date there have been very few attempts to conduct systematic reviews of this literature. This paper presents the findings of the first systematic metasummary of research on teacher expertise in K12 education (primary/elementary and secondary levels), based on analysis of 106 empirical studies from 16 countries involving 1124 teachers identified as experts. The inductively-developed coding framework was applied independently by both authors to the dataset to generate agreement counts for specific coding themes, firstly for specific domains of teacher expertise, and then stratified to compare primary and secondary studies. We present 73 specific features organised into six domains in our expert teacher prototype. Salient findings indicate that, with regard to professional practice, expert teachers reflect extensively and often critically on their practice, help their colleagues frequently, and are continuous learners throughout their careers. Concerning knowledge, we find that expert teachers have well-developed pedagogical content knowledge and knowledge about their learners. In the domain of pedagogic practice, we observe that expert teachers display flexibility in the classroom, build strong interpersonal relationships with their learners, whom they engage through their choice of activities and content, and frequently make use of strategies typically emphasised in both constructivist and learner-centred education literatures. We offer our prototype as a useful initial sketch of family resemblance among expert teachers rather than a checklist of necessary or expected features of expertise, also cautioning that the prototype remains far from complete.

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构建专家型教师原型:中小学教师专业知识研究的元综述
虽然专家教师仍然是教育研究的经常焦点,但迄今为止,很少有人试图对这些文献进行系统的综述。本文基于对来自16个国家的106项实证研究的分析,首次对K12教育(小学/小学和中学)教师专业知识的研究进行了系统的元总结,涉及1124名被认定为专家的教师。两位作者将归纳开发的编码框架独立应用于数据集,以生成特定编码主题的一致性计数,首先是教师专业知识的特定领域,然后进行分层以比较小学和中学研究。在我们的专家教师原型中,我们呈现了73个具体特征,这些特征被组织成六个领域。显著的研究结果表明,在专业实践方面,专家教师对自己的实践进行了广泛且经常的批判性反思,经常帮助同事,并且在整个职业生涯中都是不断学习的人。在知识方面,我们发现专家教师拥有完善的教学内容知识和关于学习者的知识。在教学实践领域,我们观察到,专业教师在课堂上表现出灵活性,与学习者建立牢固的人际关系,他们通过选择活动和内容与学习者互动,并经常使用建构主义和以学习者为中心的教育文献中通常强调的策略。我们提供的原型是一个有用的专家教师家庭相似性的初步草图,而不是一个必要或预期的专业特征清单,同时也提醒我们,原型还远远不够完整。
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来源期刊
Educational Research Review
Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.40
自引率
0.90%
发文量
53
审稿时长
57 days
期刊介绍: Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.
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