Expertise, knowledge and pedagogy

Abstract

This chapter considers how primary classteachers with a high level of expertise work, the teacher knowledge involved and the implications for pedagogy, drawing on research on expertise and teacher expertise. Among the key features of teacher expertise are a combination of propositional, procedural and personal/interpersonal knowledge and 'case knowledge' to enable rapid, intuitive responses. Since primary classteachers' aims are multiple, broad and long term, their expertise involves pedagogical content knowledge across several subject areas, and helping children make links across these. Their craft knowledge involves many relatively small but important actions and interactions to match learning opportunities to young children's level of understanding and take account of their responses. An extensive repertoire of pedagogies and a reciprocal approach sensitive to different children's needs and responses are important in the busy, unpredictable world of the primary classroom. Since teacher agency, autonomy and confidence are essential for manifesting expertise, a culture of compliance and performativity militates against teachers acting in these ways.