Developing as a literacy teacher: sense-making and ownership in an online master’s course

Warren, Amber N.; Kersten‐Parrish, Sara

doi:10.1080/10476210.2021.2022643

Cited by 2 publications

(2 citation statements)

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“…Researchers have examined the application of pedagogical knowledge through actions in classrooms, asserting that expert teachers draw upon experiential knowledge to recognize and respond to classroom situations (Hogan et al, 2010; Wolff et al, 2015), using extant knowledge to adapt to changing situations (Hayden et al, 2013; Warren & Kersten-Parrish, 2022). Berliner (2004), for example, emphasized the ways teachers apply pedagogical knowledge during instruction, acting with flexibility and automaticity in response to changing conditions, quickly recognizing scenarios that less expert teachers must devote time and effort to puzzle through.…”

Section: Literature Review: Conceptions Of Teacher Expertisementioning

confidence: 99%

“…This conception of teacher expertise adds to existing movements within research on teaching toward more fluid conceptions of how knowledge is applied across settings, within and outside of classrooms at the K-12 and university level. Recent literature on teacher expertise has emphasized the way teachers apply pedagogical knowledge (Davis & Renert, 2013), make adaptive decisions during instruction (Warren & Kersten-Parrish, 2022), and revise curriculum in relation to diverse student populations (Ladson-Billings, 2009). Other work has emphasized teachers' reflection and inquiry associated with teaching (Cochran-Smith & Lytle, 1999;Leijen et al, 2020;Zeichner & Liston, 2013).…”

Section: Expertise-as-process and Teacher Expertise Literaturementioning

confidence: 99%

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“Always Trying to Dig Deeper”: The Enactment of Teaching Expertise as an Emotion-Laden Continual Learning Process

Nash,

Pruitt,

Schallert

2024

Teachers College Record: The Voice of Scholarship in Education

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Background or Context: Amid a backdrop of increasing deprofessionalization of teaching and teacher education, education researchers and reformers continue to highlight the complexity and expertise of these professions. Expertise-as-process (Bereiter & Scardamalia, 1993) is a conception of expertise that eschews the traditional focus on accumulated knowledge, emphasizing instead expertise as a process of identifying new challenges and using challenges to continue learning. Although this conception has been used to inform thinking regarding expertise more broadly, it has rarely been applied in empirical studies of teaching and teacher education. Purpose, Objective, Research Question, or Focus of Study: Using expertise-as-process as a framework for analysis, this instrumental case study focuses on one expert literacy teacher/teacher educator who enacted expertise as a continual learning process. Research Design: The case study draws from 18 months of data collection to examine the lived enactment of expertise-as-process through praxis. The study focuses on the focal participant’s planning, teaching, professional learning, collaborative discussions, and recollections of her 20+-year career as a high school English teacher and teacher educator. Conclusions or Recommendations: The focal participant enacted progressive problem-solving by engaging in complex thinking about teaching and students, actively seeking opportunities to improve her teaching, and involving collaborators in these pursuits. This approach to teaching was accompanied by diverse emotions: passion, care, anxiety, and dissatisfaction. This case study provides a detailed picture of an expert teacher’s practice across domains through a theoretical lens rarely used to understand expertise in the teaching profession, and adds a needed emotional dimension to the research on teacher expertise and on expertise more broadly.

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