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Supporting the Habits and Practices of Teacher Expertise Development

Supporting the Habits and Practices of Teacher Expertise Development

Amanda Shuford Mayeaux, Aimee Barber, Marietta S. Adams
Copyright: © 2022 |Pages: 23
ISBN13: 9781668438480|ISBN10: 1668438488|ISBN13 Softcover: 9781668438497|EISBN13: 9781668438503
DOI: 10.4018/978-1-6684-3848-0.ch021
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MLA

Mayeaux, Amanda Shuford, et al. "Supporting the Habits and Practices of Teacher Expertise Development." Handbook of Research on the Educator Continuum and Development of Teachers, edited by Bryan S. Zugelder and Mark L'Esperance, IGI Global, 2022, pp. 430-452. https://doi.org/10.4018/978-1-6684-3848-0.ch021

APA

Mayeaux, A. S., Barber, A., & Adams, M. S. (2022). Supporting the Habits and Practices of Teacher Expertise Development. In B. Zugelder & M. L'Esperance (Eds.), Handbook of Research on the Educator Continuum and Development of Teachers (pp. 430-452). IGI Global. https://doi.org/10.4018/978-1-6684-3848-0.ch021

Chicago

Mayeaux, Amanda Shuford, Aimee Barber, and Marietta S. Adams. "Supporting the Habits and Practices of Teacher Expertise Development." In Handbook of Research on the Educator Continuum and Development of Teachers, edited by Bryan S. Zugelder and Mark L'Esperance, 430-452. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-3848-0.ch021

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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.

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