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Home > Reflective Teaching in Secondary 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

In secondary education, expertise is applied in the context of particular subjects. There are many guides, but for more specific treatment, see for example:

  • Goodwyn, A. (2010) The Expert Teacher of English,London: Routledge.
  • Li, Y. and Kaiser, G. (2010) Expertise in Mathematics Instruction,London: Springer.
  • Tsui, A. (2003) Understanding Expertise in Teaching: Case Studies of Second Language Teachers, Cambridge: Cambridge University Press.

A digital version of the Conceptual Framework is available on this website here.


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