The Power of Expert Teaching: Lessons for Modern Education

PrologueMaking sense of teacher expertiseA 'blowtorch' on teachersResearch conceptions of teacher expertiseJohn Hattie's 'visible learning' and what teachers should be doingThe attributes of effective teachersTeacher's use of teaching/instructional strategiesTeacher's methods of implementationTeaching approaches that encourage student learningLimitations of Hattie's approachLoughran's expert teachersSystems approaches to understanding academic achievementConcluding remarksNotesIntroducing the expert teachers: Their contexts and challengesExpert teachers and their expertiseCountries and their educational contextAustralia's educational paradoxFinland's stress-free educationHong Kong's examination cultureThe United States: (still) at risk?International ranks of student achievementProgramme for International Student AssessmentAustralia losing groundFinland also losing groundHong Kong's high rankingThe United States holding steadyTrends in International Mathematics and Science StudyAustralia underwhelmsFinland in declineHong Kong again on topThe United States shows potentialFour governments' conceptions of teacher expertiseAustralia aiming for the 'lead'Every Finnish teacher is an expertDistinguishing Hong Kong's teachersTeacher diversity in the United StatesMaking sense of the different approachesExpert teachers around the worldNotesBalancing expectations in motivating student learningExpert teachers and the nature of student motivation for successExpert teachers' explanations of expectations and their links to motivationAustralian expert teachers and the art of negotiationFinnish expert teachers - concerned, caring and trustingHong Kong teachers and practice to 'happy learning'US teachers and shared expectationsExpert teachers' well-rationalised expectationsNotesThe link between student intelligence, thinking and learningThe nature of student intelligenceExpert teachers and the nature of intelligenceAustralian expert teachers and complexityFinnish expert teachers and many intelligencesExpert teachers from Hong Kong - hard work or intelligence?Expert teachers from the US and the difficulties with intelligenceThe links between student thinking and achievementAustralian expert teachers and student thinking - working with strengths and vulnerabilitiesFinnish expert teachers thinking about personal relevancyDifferent levels of thinking, different learning outcomesUS expert teachers and 'HOT' questioningThe links between student intelligence and academic achievementIntelligence? Circular? Limiting?Intelligence is enhanced through educationThe importance of family and intelligence, followed by intelligenceGood grades and showing up on timeStudent memory, thinking and achievementThinking about Australian expert teachersFinnish expert teachers and 'the mother of all learning'Hong Kong's staircase to understanding'Coogle and the 17-second rule'Thinking about expert teachersNotesConstructing knowledge and student learningExpert teachers and the nature of knowledgeAustralian teachers and no 'time for knowledge'Finnish teachers and the importance of reasonsRemembering Hong Kong teachersUS teachers and building emotional connectionsBuilding student knowledgeKnowledge development and learning intentionsKnowledge and relationship buildingKnowledge and accurate applicationKnowledge building and competitionExpert teachers and their thinking on knowledgeNotesTeaching students, not subjects: How expert teachers plan and implement successful learningGetting 'sucked in' - (backward) planning for student successAustralian 'blood 'n' guts'Flexibility in Finland'By the book' in Hong KongEmphasising the human elementImplementing classroom teachingTeaching students, not subjectsProject FinlandRoutines in Hong KongBuilding passionSuccessful teachingPositive contributorsSuccessful teaching equals successful learningSuccessful teaching equals successful learning, revisitedChanging attitudesTeaching with 'heart'NotesThe professional learning of expert teachersProfessional development - growth of professional knowledgeProfessional development junkie'Hello TED Talks - bye bye plastic bags'Lifelong learning in Hong Kong'Conferencing' in the United StatesProfessional learning with peersLearning with and through othersWorking across disciplinesProfessional learning with 'heart'Professional learning communitiesThe role of content knowledge in teachingContent and relationshipsUncertainty in FinlandThe basis of good teaching is content knowledgeContent and connectionsThe skills and knowledge that contribute to effective teachingRelationships are keyCollaborative relationshipsPlanning, knowing and interactingEmpathetic and personal learningExperts and their pedagogical content knowledgeCosts, energy and MaceasLearning how to teach yourselfFit for purpose in Hong KongTangible examples from USExpert teachers as professional learnersNotesPathways to teaching expertiseGoals and aspirationsTeaching as a career changeCareer changes and personal growthQuick decisionsTrying before teachingInteracting with more experienced colleaguesTeacher heroesMentor? What mentor!A mentoring cultureHere, there and everywhereCollaboration with parents'Five steps ahead'Contacting all parents!Treading carefullyEmotionally involved parentsWorking within a cultureSupportive Australian culturesCulture and dear boundariesHong Kong's 'right way'A 'professional' cultureThe actiotopes of expert teachersNotes'I'm not starting until five different people say one good thing'The six good thingsGood thing 1 - Expert teachers support student learning through relational motivationGood thing 2 - Expert teachers work hard to develop positive and professional relationships with studentsGood thing 3 - Expert teachers don't rely on theories of intelligence, motivation or planningGood thing 4 - Expert teachers rely on professional collaborations to develop their professional knowledgeGood thing 5 - Expert teachers rely on community partnershipsGood thing 6 - Expert teachers begin teaching after a first careerImplications for researchImplications for initial teacher educationImplications for ongoing teacher educationImplications for governments and their ministries of educationNotesEpilogueAppendix
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