Developing Expert Teachers (2024)

FAQs

What are the qualities of an expert teacher? ›

An expert teacher makes careful plans, but remains flexible.

Working with other teachers to refine lesson plans leads to better learning for students. When teachers work together, they are more likely to identify the points of confusion and plan a sequence of events that help avoid student misconceptions.

Because teaching is heavily reliant on decision making, everything that happens in a classroom demands informed choices. Expert teachers know what they are doing and why because they carefully consider how to structure their teaching in ways that will have a positive influence on their students' learning.

Expert teachers are more effective scanners of classroom behavior, make greater references to the language of instruction and learning of students, whereas experienced teachers concentrate more on what the teacher is doing and saying to the class and novices concentrate more on student behavior.

They are prepared, set clear and fair expectations, have a positive attitude, are patient with students, and assess their teaching on a regular basis. They are able to adjust their teaching strategies to fit both the students and the material, recognizing that different students learn in different ways.

1) They are knowledgeable. 2) They have valuable experience. 3) They are able to communicate their expertise.

The expert teaching style involves sharing detailed knowledge of course topics with students. Expert instructors foreground their subject matter mastery, equipping students with essential disciplinary knowledge.

“Expert teachers can identify the most important ways in which to represent the subject they teach.” Hattie found that Expert and Experienced Teachers presented the same amount of content, but the Expert Teachers have a more integrated approach in organizing and using the content knowledge.

Because of their responsiveness to students, experts can detect when students lose interest and are not understanding. They are better able to filter relevant from irrelevant information, and are able to monitor, understand, and interpret events in more detail and with more insight than experienced teachers.

Highly Proficient Teachers consistently display a high level of performance in their teaching practice. They manifest an in-depth and sophisticated understanding of the teaching and learning process.

How do you become an expert teacher? ›

Teachers can become experts in their subjects through continuous professional development and engagement in research. They should stay updated with the latest studies, attend conferences, collaborate with peers, and conduct their own research to deepen their understanding.

Novice teachers have to constantly upgrade and examine their own teaching​ practices, whereas experts use a​ "best practices" approach.

Potential teacher weaknesses could be:

Lack of experience in handling children. Poor communication, interpersonal, or public speaking skills. Difficulty comprehending complex student relationships and empathizing with others. Over-planning.

A confident teacher doesn't worry about how they're perceived by others in the classroom. They are committed to applying their capabilities to optimize student learning. When teaching, they'll be able to focus entirely on the student's progression, and not their self-evaluated performance as a teacher.

According to Walls, et al., signs of a good teacher include being organized, prepared, and clear. Another characteristic of a good teacher is that they use creative ways of learning that involve students. On the other hand, ineffective teachers are unproductive, boring, and/or disorganized.

The master teacher has superior knowledge of the subject matter, superior teaching skill, and works effectively with colleaques and students.

Expert power stems from students' perceptions that their instructors are competent and knowledgeable about the specific subject area they are teaching. These five types of power can be separated into two categories of power: prosocial power and antisocial power (Richmond, 1990).