Conceptualizing teaching expertise and the developmental trajectory of expert teachers / Michelle Milstein.

Format:

Book

Manuscript

Thesis/Dissertation

Author/Creator:

Milstein, Michelle, author.

Contributor:

Remillard, Janine D., degree supervisor, degree committee member.

Campano, H. Gerald, degree committee member.

Dickmann, Michael H., degree committee member.

University of Pennsylvania. Department of Education, degree granting institution.

Language:

English

Subjects (All):

Penn dissertations--Education.

Education--Penn dissertations.

Local Subjects:

Penn dissertations--Education.

Education--Penn dissertations.

Physical Description:

ix, 257 leaves ; 29 cm

Production:

[Philadelphia, Pennsylvania] : University of Pennsylvania, 2015.

Summary:

Studies of expertise in teaching often include static lists of traits, beliefs, or practices that lead to teaching expertise and student success. In addition, research often fails to consider the role of contextual factors or the interrelationship among elements. Guided by case study and grounded theory research, this study documented and analyzed the qualities and development of six expert teachers through interviews, observations, and document analysis. The purpose was to develop a conceptualization that took into account how personal and contextual factors shaped teaching practice and professional growth. Through constant comparative analysis, I developed a theory of teaching expertise, demonstrating how it results from a synergistic relationship between traits, beliefs, and practices, within a specific context. Results demonstrate expert teachers can possess different combinations of core qualities and express beliefs through a wide variety of practices. Of prime importance is how these qualities interact and build upon each other, and how tightly teachers' practices align with their beliefs. Results also show how expert teachers engage in a common expertise-development cycle, consisting of experimentation, evaluation, reflection, and adaptation. This cycle leads to refinement and alignment of beliefs and practices, and development of a unique style. The expertise-development cycle works in conjunction with a teacher's traits, beliefs, and practices. An expert teacher's context can facilitate or impede proper functioning of the expertise-development "machine," comprised of three gears: traits, beliefs/practices, and the expertise-development cycle. The study identifies essential contextual conditions for expertise development: autonomy and trust from administrators, talented and dedicated colleagues, and a match between expert teachers' traits, beliefs, and practices and those valued in their settings. Study results expand our notion of what constitutes a talented teacher, suggesting that expertise comes in many forms and is intertwined with an expert teacher's context. Because traits are critical to expertise development, teacher selection is important, both in schools and teacher-education programs. Additionally, integration of the expertise-development cycle as an essential component of professional development and teacher education could foster expertise development in teachers with the potential to become experts.

Notes:

Ph. D. University of Pennsylvania 2015.

Department: Education.

Supervisor: Janine D. Remillard.

Includes bibliographical references.

OCLC:

948335704