This study explored the factors expert teachers reported as influences in the
development and sustainment of their expertise as well as those that challenge it. Through
one-on-one interviews with 15 expert teachers, the generated data were scrutinized using
a grounded theory approach. The analysis protocol followed a multi-step process of three
stages – exploration, amalgamation, and conceptualization. In each of those stages, the
data were examined using a cyclical and recursive process of investigation-interpretationintegration-
illustration. By the completion of the conceptualization stage, a theory was
developed to describe the interdependence of the four influential factors that shape and
sustain teacher expertise.
Among the findings, the study revealed that both endogenous and exogenous
elements are necessary to develop and sustain teacher expertise. The endogenous factors
are more intrinsic and include energy (a teacher’s drive, commitment, and ability to extend past her/his comfort zone) and examination (reflection and goal-setting), while the
exogenous factors are more environmental and include encouragement (the succor a
teacher receives through collaboration and school leadership) and erudition (professional
learning that influences a teacher’s knowledge and skills).
The theory proposes that the evolution of expertise is neither chronological nor
linear; rather, each of the four factors plays an integral role and is interconnected and
synergistic with the others. In addition, when one or more influences is lacking or is
compromised, expertise is impeded. Impedances represent the challenges the participants
reported as their expertise evolved. These challenges interfere with their energy,
examination, encouragement, or erudition and, ultimately, their expertise. Furthermore, a
diagram depicting a quaternary gear system was created to illustrate teacher expertise in
motion. This is especially relevant at a time when teacher quality is the prominent
discourse in the field and at the forefront of educational policy. Understanding the
interdependent factors that shape and sustain teacher expertise can inform pre-service
teachers, developing and expert teachers, educational leaders, and decision-makers on the
nuances of teacher expertise as a way to optimize teacher growth and maximize student
success. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection
| Identifer | oai:union.ndltd.org:fau.edu/oai:fau.digital.flvc.org:fau_33711 |
| Contributors | Rodriguez, Christine N. (author), Hyslop-Margison, Emery (Thesis advisor), Florida Atlantic University (Degree grantor), College of Education, Department of Curriculum, Culture, and Educational Inquiry |
| Publisher | Florida Atlantic University |
| Source Sets | Florida Atlantic University |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation, Text |
| Format | 245 p., application/pdf |
| Rights | Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder., http://rightsstatements.org/vocab/InC/1.0/ |
Page generated in 0.0017 seconds