Reflecting on ESL teacher expertise: A case study  

Oleh:

Farrell, Thomas S.C.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: SYSTEM: An International Journal of Educational Technology and Applied Linguistics (Full Text) vol. 41 no. 4 (2013), page 1070-1082.
Topik: Teacher expertise; Reflection; Professional development
Fulltext: System_41_4_2013_Farrell.pdf (197.34KB)

Isi artikel

Some teachers have been regarded as experts only because of their years of experience in a classroom, but the number of years of teaching experience does not necessarily translate into expertise. Within the field of TESOL teacher expertise is still a very underresearched topic. This paper attempts to contribute to the literature on ESL teacher expertise by examining the experiences of three experienced ESL teachers as they reflected on their work over a 2-year period in a teacher reflection group with the aid of a facilitator (this author) as part of their professional development. The findings identify and discuss five main characteristics of teacher expertise in order of frequency: Knowledge of Learners and Learning, Engage in Critical Reflection, Access Past Experiences, Informed Lesson Planning, and Active Student Involvement.

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