Research on the Development of Expertise in Classroom Teaching During Initial Training and the First Year of Teaching

Abstract

Research on the development of expertise in classroom teaching during initial training and in the first year of teaching has markedly expanded. This paper focuses on some particularly noteworthy studies reported in recent years. We now know a great deal about the type and nature of the expertise that develops, the factors which influence these, and the problems involved. However, there are many important questions which still need to be addressed. Given the political interest in improving the quality of teaching and teacher training in many countries, research tackling these questions is acutely needed.