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Home > Reflective Teaching in Primary Schools > 5. Deepening understanding > 16. Teacher expertise > Further Reading > Using the Conceptual Framework


  1. 1. Becoming a reflective professional
       1. Identity
       2. Learning
  2.    3. Reflection
  3.    4. Principles
  4.    Observing [supplementary chapter]
  5.    Enquiry [supplementary chapter]
  6.    Mentoring [supplementary chapter]
  7.    Techniques of enquiry
       [supplementary chapter]

  8. 2. Creating conditions for learning
  9.    5. Contexts
  10.    6. Relationships
  11.    7. Engagement
  12.    8. Spaces

  13. 3. Teaching for learning
  14.    9. Curriculum
  15.    10. Planning
  16.    11. Pedagogy
  17.    12. Communication
  18.    13. Assessment

  19. 4. Reflecting on consequences
  20.    14. Outcomes
  21.    15. Social justice
  22.    Judgement
       [supplementary chapter]

  23. 5. Deepening understanding
  24.    16. Teacher expertise
  25.    17. Professional learning
  26.    18. Professionalism
  27.    Starting out [supplementary
       chapter]
  28.    Improvement [supplementary
       chapter]

Using the Conceptual Framework

Suggestions for further reading in the supplementary chapter on school improvement and CPD will be very helpful here.

Two books which analyse and apply teacher expertise in primary school contexts are:

  • Eaude, T. (2012) How Do Expert Primary Class teachers Really Work? A Critical Guide for Teachers, Headteachers and Teacher Educators, Northwich: Critical Publishing. (Reading 16.3)
  • Sangster, M. (2012) Developing Teacher Expertise: Exploring Key Issues in Primary Practice, London: Bloomsbury Academic.
A digital version of the Conceptual Framework is available on this website here.

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