What shapes and enables the development of expertise of expert teachers: A case study of Singapore expert teachers
Project ID: OER 10/22 LSS
Subject area: Language, Mathematics, Science, Arts;Sports, Humanities and Learner profiles
Principal Investigator: Dr Lee Shu Shing
Email: shushing.lee@nie.edu.sg
About the project
There is growing international research in the work of experienced and expert teachers that has informed the field on the practices of expert teachers. However, in the Singapore context, there seems to be little research on expert teachers that describes how teachers develop experiences and factors that shape the development of their expertise in aspects such as their practice and learning. Gaining insights into what Singapore expert teachers ‘do and think’ is essential in understanding the nature and type of factors and experiences that shape teacher expertise in the distinctive Singapore educational context that has been consistently recognised for its excellence. Furthermore, research indicates that the excellence of an educational system is linked to the quality and excellence of its teachers.
The proposed study engages in qualitative inquiry to describe factors that expert teachers consider as significant in enabling them develop expertise. The range of factors that will be explored relate to teachers’ professional learning experiences (both pre-service and in-service), professional teaching experience, content knowledge, learner profile expertise and contextual factors. The study employs a case study design.
Data collection involves in-depth interviews with about 35 senior, lead, master or/and principal master teachers, who are deemed as ‘expert teachers’ of their ‘lived experiences and realities’ that have shaped their expertise, learning, and practice. The study also collects artefacts that teachers described as valuable or significant for developing their expertise as supplementary materials to provide a holistic understanding of factors that influence the development of teacher expertise. Within-case and cross-case analyses will be done to understand factors and ways that influence expert teachers in how they acquire expertise and develop professionally. Findings will contribute to research and the design of teacher learning programmes by generating insights of what expert teachers do and think, and how they develop their professional expertise.
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