Conceptualising-operationalising expertise in independent schools: Teacher and leader perceptions

The project aims to conceptualise-operationalise expertise in teaching from the unique perspective of those participants involved in any aspect of professional practice in schools. If an increase in teachers’ expertise is to occur in schools, the professional’s voice is a crucial part of this aspiration. A better understanding of expertise in teaching, how it occurs and how it can be developed and improved for teachers in schools, enables advancement beyond the status quo.
Data is being collected to capture the perspective of participants to inform this study.
The research approach planned features two separate cases – teacher and leader – across three sites, utilising multiple individual and focus group interviews. The methodology is situated in an interpretivist paradigm and uses qualitative case study method.
The sources of the data are teachers and leaders in three schools located in different states/territory in Australia. Participants volunteered to provide their perceptions of expertise as part of this research project.