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Developing and Sustaining Teacher Expertise

  • Christine FordeEmail author
  • Margery McMahon
Chapter

Abstract

This concluding chapter bring together several issues to identify some of the challenges in building teacher expertise and sustaining accomplished practice. The apparent paradox is examined of teachers being positioned both as the policy problem to be addressed and the policy solution through which systems-level improvement is to be realised. The image and standing of the profession is then discussed. A key theme in the development of teacher expertise is the place of professional learning and an elaborated model of professional learning is proposed which identify strategies that can be used to foster teacher expertise and accomplished practice.

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Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.School of EducationUniversity of GlasgowGlasgowUK

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