Personal journeys of teachers: an investigation of the development of teacher professional knowledge and skill by expert tertiary chemistry teachers

摘要: Several common characteristics of the journey towards tertiary teaching expertise have been deduced through a detailed analysis transcripts that originated from interviews conducted with ten recognised excellent chemistry teachers. The were structured around Loughran's CoRe questions and yielded deep insights into topic specific professional knowledge reflective practice participants. interview participants offered their changes occurred in strategies practices as they progressed expertise. They also reflected on undertook over time within contexts terms engaging students assessment, what advice wish had given new We identified signposts expert teacher skill further expand our previously published outcomes including: seeking immediate feedback students; tendency to reduce total content critical minimum; practice; willingness ability modify approaches. support previous findings teachers primarily developed PCK own experiences awareness students’ outcomes, filtered by individual beliefs backgrounds. In this study, we provide insight nature inherent has evolved experience rather than formal development.