Presentation by Dr Helen King NTF PFHEA SFSEDA

Presentation by Dr Helen King NTF PFHEA SFSEDA Associate Director of Academic Practice SHED 1 November 2019 Expertise in Teaching in Higher Education Helen 5. king@uwe. ac. uk @drhelenking #teachingexpertise http: //www. drhelenking. com

Expertise v Excellence Expertise • Excellence •

Expertise v Excellence • Excellence as being outstanding: o Excellere (ex – ‘out, beyond’; celsus – ‘lofty’) = excellence • Expertise as a process: o Expertus (past participle of experiri – ‘to try’: also the etymological origin of ‘experience’ and ‘experiment’)

Characteristics of Expertise (Chi et al, 1988)

How experts learn & develop • Expertise as a process of pro active competence (Perkins, 2008) • Progressive Problem Solving (Bereiter & Scardamalia, 1993) o When skills are automated, time is reinvested in higher level problem solving o Considered as a model for teaching in HE (Smith, 2001; Kreber et al, 2005) • Deliberate Practice (Ericsson et al, 1993) o Time – focus – feedback – motivation o Explored in a range of professions (Van de Wiel, 2004) including school teaching (Berliner, 2001; Stigler & Miller, 2018)

Narrative from ‘expert’ teachers • National Teaching Fellowship as a proxy for expert • 860 awarded in UK since 2000 • Sample selection: o Currency / active teachers = 2015 - 2017 winners o Self-selected: 9 semi-structured interviews • Travel & interview transcription funded through a SEDA small grant

Learning & development Professional development for higher education practitioners is a self-determined and purposeful process of evolution of teaching and learning approaches informed by evidence gathered from a range of activities. (King, 2019)

Characteristics of Expertise in Teaching in HE Subject Knowledge & Skills • Ways of Thinking & Practising •

Characteristics of expertise in teaching in HE Pedagogical Content Knowledge Artistry of Teaching (Shulman, 1986) Self-determined learning & development (King, 2019) (Schön, 1982)

Implications & uses in educational development • (How) do we support all dimensions of expertise? • UWE Bristol: o PGCAPP / APA; HEA Fellowships; NTF / CATE applications o Career development support, ‘artistry’ workshops • Case studies & resources: http: //www. drhelenking. com • Next steps: testing / discussion of the model o Conference presentations o Expertise ‘symposium’

Presentation by Characteristics of Expertise in Teaching in HE Dr Helen King NTF PFHEA SFSEDA Associate Director of Academic Practice ERNie 4 th March 2019 Any questions? Helen 5. king@uwe. ac. uk @drhelenking http: //www. drhelenking. com

References Bereiter, C. & M. Scardamalia (1993) Surpassing ourselves: an enquiry into the nature and implications of expertise. Open Court, Illinois Berliner, D. C. (2001) Learning about and learning from expert teachers. International Journal of Education Research, Vol. 35, pp 463 -482 Ericsson, K. A. (2017) Expertise and individual differences: the search for the structure and acquisition of experts’ superior performance. WIREs Cogn Sci, Vol. 8 Ericsson, K. A. , N. Charness, P. J. Feltovich & R. R. Hoffman (Eds. 2006) The Cambridge Handbook of Expertise and Expert Performance. Cambridge University Press, New York Ericsson, K. A. , R. Th. Krampe & C. Tesch-Romer (1993) The Role of Deliberate Practice in the Acquisition of Expert Performance. Psychological Review, Vol. 100(3), pp 363406 Gurung, R. A. R. , N. L. Chick & A. Haynie (2008) Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind , Stylus Publishing King, H. (2017) Surpassing Others or Surpassing Ourselves? Exploring the Concept of Expertise in Higher Education (keynote). SEDA Spring Conference King, H. (2012) Disciplinary Thinking: Exploring Learning and Practising in the Academic Disciplines. International Consortium for Education Development Conference, Bangkok King, H. (2008 a) What on Earth? . . . Threshold Concepts and Troublesome Knowledge in the Geosciences. 2 nd International Threshold Concepts Conference, Kingston, Ontario King, H. (2008 b) Researching Threshold Concepts: Ways of Thinking and Practising in Geoscience. Geological Society of America Annual Meeting, Houston, Texas. King, H. & E. Cleaver (2014) Expert Ways of Thinking & Practising in the Disciplines: a Fresh Starting Point for Curriculum Design (workshop). International Consortium for Education Development Conference, Stockholm Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall. Kreber, C. , H. Castlden, N. Erfani & T. Wright (2005) Self-regulated learning about university teaching: an exploratory study, Teaching in Higher Education , 10: 1, 75 -97 Mc. Cune, V. & Hounsell, D. (2005) The development of students’ ways of thinking and practising in three final-year biology courses. Higher Education, Vol. 49(3) pp 255– 28 Meyer, J. H. F. & R. Land (2003) ‘Threshold Concepts and Troublesome Knowledge 1 – Linkages to Ways of Thinking and Practising’. In Rust, C. (Ed) Improving Student Learning – Ten Years On. OCSLD, Oxford Perkins, D. (2008) Beyond Understanding. In: R. Land, J. H. F. Meyer & J. Smith (Eds. ) Threshold Concepts within the Disciplines. Sense Publishers, Rottersam Pace, D. & Middendorf, J. (Eds. , 2004) Decoding the Disciplines: helping students learn disciplinary ways of thinking. New Directions for Teaching and Learning , No. 98 Rogers, R. R. (2001) Reflection in higher education: a concept analysis. Innovative Higher Education. Vol. 26, No. 1, pp 37 -57 Saroyan, A. & K. Trigwell, Keith (2015) Higher education teachers’ professional learning: Process and outcome. Studies in Educational Evaluation Vol. 46, pp 92 -101 Schön, D. (1982 ) The Reflective Practitioner: how professionals think in action. Routledge, London Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, Vo. 15 No. 2 pp 4 -31 Smith, R. (2001) Expertise and the Scholarship of Teaching. New Directions for Teaching & Learning, Issue 86, pp 69 -78 Stigler, J. W. & K. F. Miller (2018) Expertise and expert performance in teaching. In: Ericsson, K. A. , R. R. Hoffman, A. Kozbelt & A. M. Williams (Eds. ) The Cambridge Handbook of Expertise and Expert Performance (2 nd Edition). Cambridge University Press, Cambridge Van de Wiel, M. , K. H. P. Szegedi & M. C. D. P. Weggeman (2004) Professional learning: deliberate attempts at developing expertise. In Boshuizen, H. P. A. , R. Bromme & H. Gruber (Eds) Professional Learning: gaps and transitions on the way from novice to expert. Kluwer Academic Publishers, Dordrecht