How do we encourage our early career teachers to engage purposefully with research and in at a time when they are busy establishing their craft
Developing teacher expertise
In this article, Hannah Tyreman, Head of Online Learning and Community at the Chartered College of Teaching, explores teacher expertise. New teachers are faced with an overwhelming amount of new information and experiences from day one in a school: colleagues’ advice, new knowledge, acronyms, processes, systems, teaching approaches and pupils. Decisions are made as many as 7 times a minute in some classrooms (Borko and Shavelson 1979) and Danielson (1996) estimates that a teacher makes more than 3,000 non-trivial decisions every day. Expert teachers are able to direct their attention to whatever needs it the most because they have ‘intricate knowledge structures committed to memory, which allow them to approach problems differently to novices, solving problems more quickly and accurately’ (Fletcher-Wood 2018) Length of service and experience in a classroom can often be mistaken for expertise, but without deliberate practice, regular feedback and expert input, we can’t be c
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