The characteristics of expertise for teaching in higher education

King, H (2022) 'The characteristics of expertise for teaching in higher education.' In: Developing expertise for teaching in higher education: practical ideas for professional learning and development. SEDA Series . Routledge, Abingdon, pp. 16-28. ISBN 9781032057002

Abstract

An extensive literature exists that explores expertise in a wide range of fields and professions. Whilst the specific details of what expertise looks like will vary from domain to domain, there are a number of common features that can be identified which offer a framework for exploring how expertise might be characterised for teaching in higher education. These features can be categorised into three main elements. This chapter briefly introduces these generic elements and suggests how they might be manifest for teaching in higher education. The model of expertise presented includes Pedagogical Content Knowledge, Artistry of Teaching, and Professional Learning, and these headings are used to form the structure of the book as a whole. It is proposed that educational development should be mindful of all of these elements when considering support for those new to teaching and those with more experience. It is also noted that the professional learning aspect of expertise is ignored in institutional output measures of expertise or excellence, but that it is a defining feature distinguishing individuals who have expertise from those with experience. If higher education institutions are to achieve their missions of excellence in education, then they must also foster and enable a culture of professional learning for teaching. Without this active institutional-level commitment, expertise in teaching will only ever be a subculture of the few.

Item Type:	Book Chapter or Section
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Professional Services
Date Deposited:	28 Feb 2024 10:22
Last Modified:	28 Feb 2024 15:29
URI / Page ID:	https://researchspace.bathspa.ac.uk/id/eprint/16111

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