Developing teacher expertise

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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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This Post Has 2 Comments

  1. A
    Angela Murphy

    This would be a great article for either the Appropriate Body to share with Induction Tutors/mentors and NQTs at the Welcome Meetings – or for Induction Tutors to share with their team of mentors and mentees/NQTs at the start of the year. Also really useful for those working in a coaching capacity, The focus on use of observation time and deliberate practice within this is really helpful. It is a shame that so often these opportunities for really powerful learning are not fully grasped.
    Thank you

  2. M
    Mrs Sally Ann Wilcher

    Having been an NQT / RQT mentor for many years as well as holding a Masters in Educational Coaching and Mentoring, this article is incredibly relevant and is a must.


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