The Future of Education

Edition 14

Accepted Abstracts

Habits and Practices of Teachers Who Develop Expertise

Amanda Shuford Mayeaux, University of Louisiana at Lafayette (United States)


Research demonstrates teacher expertise development is a recursive, career-long pursuit of growth through inquiry, reflection, and purposeful practice (Hanushek & Rivkin, 2010). While some teachers are instinctively driven to pursue expertise, other teachers need more support to guide and build expertise. Professional learning opportunities built into school cultures can become a mechanism for encouraging the pursuit of mastery in ways aligned with qualities (traits) of high-quality professional development such as learning situated in one’s real practice, professional learning that treats teachers as professionals capable of generating their own knowledge, and professional learning focused on student needs (Desimore, 2009). The practices and habits of teachers who continuously pursue expertise are practical, when sustainably incorporated into school settings, for all levels of teaching from recruitment to teacher leader for increased effectiveness.  When each classroom in our nation is facilitated by a teacher who consistently and purposefully pursues expertise, all children may have better chances to experience an equitable and developmentally appropriate education. The purpose of this practitioner session is three-fold. First, it discusses the importance of the pursuit of expertise in terms of a purposeful focus on meeting the needs of all children and teachers developing a sense of professional drive through the pursuit of mastery (Donohoo, 2017). Secondly, research-based best practices and processes for the pursuit of expertise are shared and discussed including reflective practices, practitioner inquiry, lesson study, and professional learning communities (Hall & Hord, 2020).  Finally, the session concludes with the role of leadership in developing a culture that builds in purposeful processes for the pursuit of expertise (Dana, Thomas, & Boynton, 2011). 


Please do not use headers and footnotes.



practitioner inquiry, lesson study, professional learning communities, professional culture



Hanushek, E. A., Rivkin, S. G. (2010). Generalizations about using value-added measures of teacher quality. American Economic Review, 100(2):267–271.


Desimone, L. M. (2009). Improving impact studies of teachers’ professional  

development:Toward better conceptualizations and measures. Educational  researcher, 38(3), 181-199.


Donohoo, J. (2017). Collective efficacy: How educators’ beliefs impact student learning. Thousand Oaks, CA: Corwin.   


Hall, G. E., & Hord, S. M. (2020). Implementing Change: Patterns, Principles, and  

Potholes. Pearson Education. 


Dana, N. F., Thomas, C., & Boynton, S. (2011). Inquiry: A district-wide approach to staff and student learning. Thousand Oaks, CA: Corwin Press. 



Back to the list


Reserved area

Media Partners:

Click BrownWalker Press logo for the International Academic and Industry Conference Event Calendar announcing scientific, academic and industry gatherings, online events, call for papers and journal articles
Pixel - Via Luigi Lanzi 12 - 50134 Firenze (FI) - VAT IT 05118710481
    Copyright © 2024 - All rights reserved

Privacy Policy