Developmental accounts of how expertise evolves through the interaction of practice and analysis are provided by:
Eraut, M. (1994) Developing Professional Knowledge and Competence, London: Routledge.
Flook, J., Ryan, M. and Hawkins, L. (2010) Professional Expertise: Practice, Theory and Education for Working in Uncertainty, London: Whiting and Birch.
Two books which analyse and apply teacher expertise in primary school contexts are:
Eaude, T. (2012) How Do Expert Primary Classteachers Really Work? A Critical Guide for Teachers, Headteachers and Teacher Educators. Northwich: Critical Publishing.
Sangster, M. (2012) Developing Teacher Expertise: Exploring Key Issues in Primary Practice, London: Bloomsbury.
For early years practitioner expertise, see:
Anning, A. and Edwards, A. (2006) Promoting Learning from Birth to Five: Developing Professional Practice in the Pre-school (2nd edition), Buckingham: Open University Press.
Osgood, J. (2012) Narratives from the Nursery: Negotiating Professional Identities in Early Childhood, London: Routledge.
Nutbrown, C. (2012) Review of Early Education and Childcare Qualifications: Interim Report, London: Department of Education.
Siraj-Blatchford, I. et al. (2002) Researching Effective Pedagogy in the Early Years (REPEY) study, Department for Education and Skills Research Report RR 356.