An integrative review of the models for teacher expertise and career development

ABSTRACT

This paper reviews the key conceptual models used in research on teacher development, in particular examining the strengths and limitations of expertise and career development models. The expertise development of a teacher is generally classified into several stages; novice, beginner, competent, skilled, and expert, while teacher career development models encompass; pre-service, recruitment, induction, professional development and lifelong education. Conventional teacher development models were conceptualised as a linear progression, however, recently, there has been an emergence of non-linear models, with concepts which could improve understanding of teacher development. Overall, there is a lack of models which connect expertise and career development of teachers. Yet there are several concepts in each type of model that, once considered in depth, could steer future empirical study of teacher development in a more meaningful direction.

KEYWORDS:

• Teacher
• teaching expertise
• expertise development
• career development
• skill acquisition model

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Nur Atiqah Raduan

Nur Atiqah Raduan is a graduate student at the department of agriculture and vocational education, Seoul National University. Her research interest includes expertise development, teacher education, skills development, qualification standards, international development in education and entrepreneurship education.

Seung-Il Na

Seung-Il Na, Ph.D., is a professor of vocational education and workforce development at Seoul National University and he is also a senior researcher at Seoul National University Institute of Agriculture and Life Science. He earned his Ph.D. from Ohio State University in June 1993. He worked at Ohio State University, Atterbury Job Corps Center, and Daegu National University of Education, Korea. He was also Vice Minister of Education in Korea. His main research topics includes teacher education, teaching and learning theory, vocational pedagogy, competency and skills standards, policy evaluation and administration NQF, and comparative studies. He is a founder of Asian Academic Society of Vocational Education and Training and has served president of both Korea Association of Skills and Qualifications and Korea Society of Agricultural Education and Human Resources Development.