and generative thinking. However, in education we have broken that relationship
which fosters and refines expertise. Instead expertise is commonly understood to lie
in academic work, in research or in theory. Thus part of the development of tacit
knowledge critical to expertise in practice is through participation in genuine
communities of practice where ideas and practice is explored. We need to consider
the intersection of professional learning, working in communities of practice in the
development of expertise.
6.8 Accomplished Teaching and Career
Long Teacher Learning
Career long teacher education cannot be conceived of as a linear process: there is no
single process or typical career trajectory that can be identified. Instead it is
important to recognise the non-linear and sometimesfluctuating nature of teachers’
careers. A career long approach to teacher education and the development and
sustaining of accomplished teaching requires commitment and participation from
all with the strengthening of existing partnerships and the establishment of new
partnerships. Building capacity at school level will foster knowledge exchange
between practitioners and researchers and ground practice securely in theory and
practice. This process would also strengthen research and its roots in the profession.
Education systems need accomplished teachers, teachers who are not only expert in
their practice and ensuring effective learning experiences for pupils but who can
also support the development of other teachers. Consequently, an education system
needs to develop strategies and processes to identify, support and sustain those
teachers who can benefit other teachers. In order to realise this there are a number of
issues we need to consider.
Firstly, we need to distinguish between expertise and experience: some expe-
rience is a necessary component of expertise but not sufficient. There is the question
about how much experience is necessary: is this a characteristic that we should
recognise and nurture early in professional life or should we be focussing on
engaging experienced mid-career teachers in the development of teaching expertise.
Secondly, we need to consider when we should focus on developing the high
level of skill necessary for accomplished teaching as a facet of all levels of teacher
education so that as teachers progress through their career they can develop and
display a high level of expertise. We need to be sensitive to career stage in the
development and particularly the recognition of accomplished teaching. Day and
Gu ( 2010 ) point to critical periods in a teacher’s career but professional learning
including school-based collaborative approaches can help support and extend skills
and maintain teachers’engagement. In this we have to grapple with professional
attitudes and cultures which limit aspiration and expectations. The limited uptake of
the Chartered Teacher Programme can in part be explained by a significant disin-
centive to teachers from going forward to be accredited as accomplished teachers
found in existing professional norms.
6 The Development of Accomplished Teaching 97