Teacher expertise

Technology is now an essential component of classroom instruction. Instructors have come to terms with the realization that their students are “digital natives” who acquire information through an array of technologies. The knowledge that is attained through technology induces schools to develop what has been called one-to-one programs. These programs offer both instructors and students opportunities to understand material in meaningful ways. However, without training, laptops merely become add-ons to traditional lesson plans. In order to raise the level of student participation and teacher expertise, this chapter puts forward the idea that the Socratic method can be the pedagogical bridge between traditional lesson plans and technological platforms. In elucidating this idea, this chapter offers background on the general experience of schools that adopted one-to-one programs. The chapter then offers a brief account of the Socratic method. Lastly, there will be discussion on the relationship between the Socratic method and educational technology.

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The Teacher Gap ◽

10.4324/9781315189222-2 ◽

2018 ◽

pp. 9-23

Author(s):

Rebecca Allen ◽

Sam Sims

Keyword(s):

Teacher Expertise

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Exploring in-service trainee teacher expertise and practice: Developing pedagogical content knowledge

Innovations in Education and Teaching International ◽

10.1080/14703297.2018.1562358 ◽

2019 ◽

Vol 56 (5) ◽

pp. 605-616 ◽

Cited By ~ 1

Author(s):

John Bostock

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Teacher Expertise ◽

Pedagogical Content

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Agency as the achievement of reform ownership

English Teaching Practice & Critique ◽

10.1108/etpc-12-2018-0127 ◽

2019 ◽

Vol 18 (2) ◽

pp. 249-262

Author(s):

Lauren Godfrey ◽

Carol Booth Olson

Keyword(s):

Student Learning ◽

Teacher Expertise ◽

Teacher Professionalism ◽

Structured Interviews ◽

Multiple Sources ◽

Content Type ◽

Study Approach ◽

Advance Student ◽

Current Reform

Purpose The purpose of this study is to explore how, through the cultivation of reform ownership in the professional development (PD) program, the Pathway Project, agency was achieved for the development of teacher professionalism and teacher expertise in the cases of Mrs. Cruz and Mrs. Keyes. This, in turn, provided opportunities to advance student learning. Design/methodology/approach Multiple sources of data (focused classroom observations, semi-structured interviews and collected artifacts) were analyzed through a case study approach to understand the processes by which an agentic context materialized for these two teachers. Findings The authors identified the following three stages in the cultivation of reform ownership in the cases of Mrs. Cruz and Mrs. Keyes: emerging; developing; and deepening. Each of these stages proved critical to the achievement of agency for the development of teacher professionalism, teacher expertise and student learning. Originality/value The cases of Mrs. Cruz and Mrs. Keyes offer a renewed vision of the ways in which teachers can achieve agency in the current reform environment. Given the proliferation of reform efforts within today’s educational landscape, their cases suggest that PD developers take seriously the responsibility of cultivating reform ownership for the achievement of agency and deep and lasting change.

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