An Integrative Review of the Models for Teacher Expertise and Career Development

Autor/inn/en	Raduan, Nur Atiqah; Na, Seung-Il
Titel	An Integrative Review of the Models for Teacher Expertise and Career Development
Quelle	In: European Journal of Teacher Education, 43 (2020) 3, S.428-451 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Raduan, Nur Atiqah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2020.1728740
Schlagwörter	Faculty Development; Career Development; Expertise; Models; Teaching Skills; Skill Development + Suchen Sie Ihr Suchwort? Berufsentwicklung; Expert appraisal; Analogiemodell; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	This paper reviews the key conceptual models used in research on teacher development, in particular examining the strengths and limitations of expertise and career development models. The expertise development of a teacher is generally classified into several stages; novice, beginner, competent, skilled, and expert, while teacher career development models encompass; pre-service, recruitment, induction, professional development and lifelong education. Conventional teacher development models were conceptualised as a linear progression, however, recently, there has been an emergence of non-linear models, with concepts which could improve understanding of teacher development. Overall, there is a lack of models which connect expertise and career development of teachers. Yet there are several concepts in each type of model that, once considered in depth, could steer future empirical study of teacher development in a more meaningful direction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01