## Key Ideas > [!abstract] Core Concepts > > - Experience in teaching does not automatically confer expertise (Berliner, 2001) > - Expertise is an interaction between individual characteristics and environmental context > - Expert teachers differ from experienced non-experts in knowledge organisation, problem representation, and automatised behaviours > - Development of expertise requires deliberate practice in supportive environments ## Definition Teaching expertise is the specialised capability that develops through the interaction between individual teacher characteristics (knowledge, experience, personal qualities) and environmental context (classroom setting, school conditions, policy system), characterised by superior knowledge organisation, flexible planning, and automatised instructional behaviours. ## Connected to [[Experts and Novices Think Differently]] | [[Curse of Knowledge]] | [[Pedagogical Content Knowledge]] | [[Prior Knowledge]] | [[Feedback]] | [[Classroom Management]] --- ## Experience versus expertise Years of teaching experience do not automatically lead to expertise (Berliner, 2001). Expertise is an interaction between the individual (their knowledge, experience, and characteristics) and the environment (classroom context, school setting, political system). Some teachers develop expertise rapidly whilst others plateau despite decades of experience. The development of expertise is non-linear, with periods of rapid growth, plateaus, and occasional regressions. This pattern differs from simple skill accumulation over time. ## Characteristics of expertise Expert teachers differ from experienced non-experts in several ways (Glaser, 1987, 1990): **Knowledge organisation**: Experts possess better-structured knowledge than novices. Their understanding of content, pedagogy, and student learning is organised around core principles rather than surface features. This allows faster recognition of meaningful patterns in classroom situations. **Problem representation**: Experts develop deeper and richer representations of teaching problems. Where a novice might see "students are not paying attention," an expert recognises the underlying causes related to task difficulty, prior knowledge gaps, or lesson pacing. **Planning flexibility**: Expert planning appears more flexible and opportunistic. Experts can adjust plans rapidly in response to student needs because their knowledge structures support multiple pathways to learning objectives. **Automatised behaviours**: Many expert teaching behaviours are automatised, allowing processing of complex classroom information whilst simultaneously managing instruction. This automation frees cognitive resources for higher-level decision-making. **Speed of recognition**: Experts recognise meaningful patterns faster than novices. They quickly identify student misconceptions, off-task behaviour, or opportunities to make connections between concepts. **Problem-solving approach**: Experts start problem-solving more slowly than novices but proceed faster overall. The initial slowness reflects deeper analysis of the problem, whilst faster execution comes from superior knowledge organisation and automated routines. ## Features of expert teachers Research comparing expert and experienced teachers identifies several prototypical features (Berliner, 2004; Hattie, 2003): Expert teachers set challenging goals and assign difficult tasks within students' reach. They possess deep conceptual knowledge of learning content, instruction, and how people learn. This knowledge is better organised than that of novices and transfers more easily across contexts. Experts connect new content with students' [[Prior Knowledge]] more effectively than novices. They link content across curriculum topics, showing relationships that help students build coherent understanding. Experts are superior at monitoring student difficulties during instruction and provide more relevant and useful [[Feedback]]. Expert teachers show greater sensitivity to context. They recognise that effective teaching practices vary with student characteristics, content, and learning objectives. This context sensitivity prevents rigid application of techniques without consideration of circumstances. Passion for teaching distinguishes experts from experienced non-experts. This passion manifests in sustained effort to improve instruction and genuine interest in student learning. Expert teachers demonstrate better decision-making and improvisation skills, adjusting instruction in real-time based on student responses. Experts create better classroom climates. Students in expert teachers' classrooms typically show higher engagement, better behaviour, and more positive attitudes towards learning. ## Talent versus context The notion of "talent" for teaching is better understood as a complex interaction of human characteristics rather than an innate gift. Relevant characteristics include sociability, persuasiveness, trustworthiness, nurturing style, ability to explain logically, capacity for multitasking, and physical stamina. However, context proves powerful in determining teaching effectiveness. Workplace conditions, leadership policy, and community expectations significantly affect teacher productivity (Berliner, 2001). Even talented teachers struggle in unsupportive environments whilst less naturally gifted teachers can develop expertise in well-structured settings. This context dependence means expertise is not simply a personal characteristic but an interaction between person and environment. Teacher evaluation systems should consider both process and outcomes, recognising that identical teaching behaviours may produce different results in different contexts. ## Development of expertise Professional development should occur throughout a teacher's career, not concentrate solely on early years. Expertise development requires deliberate practice in context (Ericsson, 2008). Generic professional development divorced from classroom reality proves less effective than job-embedded learning opportunities. The development of expertise requires countless hours of practice, consistent with research on expertise in other domains. However, hours alone are insufficient. Practice must be deliberate, focused on improvement, and include feedback on performance. Educational systems need to support environmental conditions that allow expertise to develop. This includes time for planning and reflection, opportunities for collaboration with other teachers, access to high-quality instructional materials, and leadership that prioritises instructional improvement. > [!tip] Implications for teaching > > - **Expertise develops over time** through deliberate practice, not automatic accumulation of years > - **Context matters**: supportive workplace conditions, quality leadership, and adequate resources affect development > - **Automatise routine behaviours** to free cognitive capacity for complex decision-making during instruction > - **Organise knowledge around principles** rather than surface features to enable flexible application > - **Professional development throughout career** is necessary, not just in early years > - **Collaborative learning opportunities** with other teachers support expertise development > - **Deep content and pedagogical knowledge** combined enable effective instruction ## References Berliner, D. C. (2001). Learning about and learning from expert teachers. *International Journal of Educational Research*, 35, 463-482. Berliner, D. C. (2004). Describing the behavior and documenting the accomplishments of expert teachers. *Bulletin of Science, Technology & Society*, 24(3), 200-212. Ericsson, K. A. (2008). Deliberate practice and acquisition of expert performance. *Academic Medicine*, 83(10), 70-81. Glaser, R. (1987). Thoughts on expertise. In C. Schooler & W. Schaie (Eds.), *Cognitive functioning and social structure over the life course* (pp. 81-94). Ablex. Glaser, R. (1990). Toward new models for assessment. *International Journal of Educational Research*, 14, 475-483. Hattie, J. (2003). Teachers make a difference: What is the research evidence? *Australian Council for Educational Research Annual Conference on Building Teacher Quality*.