The nature of expertise in the teaching profession (in FLT perspective)

Investor logo
Investor logo
Authors

PÍŠOVÁ Michaela TŮMA František

Year of publication 2013
Type Appeared in Conference without Proceedings
MU Faculty or unit

Faculty of Education

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.
Related projects:

You are running an old browser version. We recommend updating your browser to its latest version.