Linked e-resources
Details
Table of Contents
Cover
Half-title page
Title page
Copyright page
Contents
List of Figures
List of Tables
Acknowledgements
List of Abbreviations
1 Introduction
1.1 Why This Book?
1.1.1 Defining 'Global South'
1.1.2 My Background as Author
1.2 What We Don't Know about Teacher Expertise
1.3 Overview of the Book
1.4 Paradigmatic Concerns
2 The Construct of Teacher Expertise
2.1 The Problem of Defining Expertise
2.2 Norm-Referenced and Criterion-Referenced Expertise
2.3 The Dangers of Teacher 'Effectiveness' as a Proxy for Quality
2.4 Teacher Expertise and Experience
2.5 Towards a Working Definition of Teacher Expertise
3 The Expert Teacher Prototype
3.1 A Flexible Framework for Teacher Expertise
3.2 The Prototype Thus Far
3.3 The Knowledge Base of Expert Teachers
3.4 The Cognitive Processes of Expert Teachers
3.5 Beliefs of Expert Teachers
3.6 Personal Attributes of Expert Teachers
3.7 Professionalism of Expert Teachers
3.8 Pedagogic Practices of Expert Teachers
3.8.1 Lesson Planning and Preparation
3.8.2 Classroom Practices
Freedom and Structure
3.8.3 Interpersonal Practices and the Classroom Community
3.8.4 Classroom Practices
Methodology and Interaction Dynamics
3.8.5 Classroom Practices
Specific Techniques and Strategies
3.8.6 Assessment Practices
3.9 The Missing Half of the Expert Teacher Prototype
3.9.1 Toraskar's Study in India
3.10 Conclusion
4 Effective Teaching in Low-Income Contexts
4.1 The Circumstances and Challenges of Teaching in the Global South
4.1.1 Defining Effective Teaching Appropriately
4.2 Review Parameters and Method
4.3 Two General Findings
4.4 Teacher Knowledge and Beliefs
4.5 Teacher Professionalism
4.6 Pedagogic Practice
4.6.1 Curriculum Coverage and Planning
4.6.2 Interpersonal Practices and the Classroom Community
4.6.3 Classroom Practices: Methodology and Interaction Dynamics
4.6.4 Classroom Practice: Specific Techniques
4.6.5 Multilingual Practices
4.6.6 Formative Assessment and Feedback to Learners
4.7 Comparing Two Reviews of Teacher Quality
4.8 A Critical Conclusion
5 Researching Teacher Expertise in the Global South
5.1 Introduction
5.2 Methodological Challenges
5.2.1 Finding Participants
5.2.2 Studying Participants' Practice
5.2.3 Interpreting Data
5.3 Study Requirements
5.3.1 The Continuum of Participation
5.4 An Example Study Design Solution
5.4.1 Preparatory Phase
5.4.2 Theorising Expertise
5.4.3 Recruitment of Participants
5.4.4 Planning of Study and Outputs
5.4.5 Data Collection
5.4.6 Data Analysis
5.4.7 The Participant Teachers' Publication
5.4.8 Research Questions
5.5 Participant Selection Criteria for Teacher Expertise Studies
5.6 Conclusion
6 A Portrait of Teacher Expertise
6.1 Introduction: Context and Challenges
Half-title page
Title page
Copyright page
Contents
List of Figures
List of Tables
Acknowledgements
List of Abbreviations
1 Introduction
1.1 Why This Book?
1.1.1 Defining 'Global South'
1.1.2 My Background as Author
1.2 What We Don't Know about Teacher Expertise
1.3 Overview of the Book
1.4 Paradigmatic Concerns
2 The Construct of Teacher Expertise
2.1 The Problem of Defining Expertise
2.2 Norm-Referenced and Criterion-Referenced Expertise
2.3 The Dangers of Teacher 'Effectiveness' as a Proxy for Quality
2.4 Teacher Expertise and Experience
2.5 Towards a Working Definition of Teacher Expertise
3 The Expert Teacher Prototype
3.1 A Flexible Framework for Teacher Expertise
3.2 The Prototype Thus Far
3.3 The Knowledge Base of Expert Teachers
3.4 The Cognitive Processes of Expert Teachers
3.5 Beliefs of Expert Teachers
3.6 Personal Attributes of Expert Teachers
3.7 Professionalism of Expert Teachers
3.8 Pedagogic Practices of Expert Teachers
3.8.1 Lesson Planning and Preparation
3.8.2 Classroom Practices
Freedom and Structure
3.8.3 Interpersonal Practices and the Classroom Community
3.8.4 Classroom Practices
Methodology and Interaction Dynamics
3.8.5 Classroom Practices
Specific Techniques and Strategies
3.8.6 Assessment Practices
3.9 The Missing Half of the Expert Teacher Prototype
3.9.1 Toraskar's Study in India
3.10 Conclusion
4 Effective Teaching in Low-Income Contexts
4.1 The Circumstances and Challenges of Teaching in the Global South
4.1.1 Defining Effective Teaching Appropriately
4.2 Review Parameters and Method
4.3 Two General Findings
4.4 Teacher Knowledge and Beliefs
4.5 Teacher Professionalism
4.6 Pedagogic Practice
4.6.1 Curriculum Coverage and Planning
4.6.2 Interpersonal Practices and the Classroom Community
4.6.3 Classroom Practices: Methodology and Interaction Dynamics
4.6.4 Classroom Practice: Specific Techniques
4.6.5 Multilingual Practices
4.6.6 Formative Assessment and Feedback to Learners
4.7 Comparing Two Reviews of Teacher Quality
4.8 A Critical Conclusion
5 Researching Teacher Expertise in the Global South
5.1 Introduction
5.2 Methodological Challenges
5.2.1 Finding Participants
5.2.2 Studying Participants' Practice
5.2.3 Interpreting Data
5.3 Study Requirements
5.3.1 The Continuum of Participation
5.4 An Example Study Design Solution
5.4.1 Preparatory Phase
5.4.2 Theorising Expertise
5.4.3 Recruitment of Participants
5.4.4 Planning of Study and Outputs
5.4.5 Data Collection
5.4.6 Data Analysis
5.4.7 The Participant Teachers' Publication
5.4.8 Research Questions
5.5 Participant Selection Criteria for Teacher Expertise Studies
5.6 Conclusion
6 A Portrait of Teacher Expertise
6.1 Introduction: Context and Challenges