The thoughtful way of teaching, analyzing, evaluating, and modifying one’s teaching practice, both individually and as part of a community (Dewy, 1933 AU78: The in-text citation "Dewy, 1933" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ; Jay & Johnson, 2002 ; Schon, 1983 AU79: The in-text citation "Schon, 1983" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Published in Chapter:
Supporting the Habits and Practices of Teacher Expertise Development
Amanda Shuford Mayeaux (University of Louisiana at Lafayette, USA), Aimee Barber (University of Louisiana at Lafayette, USA), and Marietta S. Adams (University of Louisiana at Lafayette, USA)
Copyright: © 2022
|Pages: 23
DOI: 10.4018/978-1-6684-3848-0.ch021
Abstract
This chapter showcases practices and processes that have research-based promise for making the active pursuit of teacher expertise an important and valued part of a teacher's career and school culture. Authors share habits and practices of teachers who pursue mastery and expertise as well as the professional learning methods of practitioner inquiry, lesson study, and professional learning communities. These approaches serve as potential vehicles to build ongoing professional learning and student-centered school improvement as a critical component of what it means to teach. Through collective processes, schools are able to address a multitude of issues related to student success, classroom innovations, and better working conditions for educators. When these processes are valued, supported, and sustained, they can lead to increased professional drive and joy of teachers as they grow in their sense of professionalism, self-efficacy, and purpose.