ABSTRACT

This chapter outlines many of the domains of teacher expertise, or the breadth and depth of knowledge and skill that are demanded of teachers. While there have been many claims for individualized or personalized learning, these claims have mostly failed for the obvious reason that schools are social settings in which teachers work mostly with groups. It traces the various phases of child development, noting the different demands that this places on teachers as students move from a world of expectations to developing literacy and numeracy skills to acquiring deeper knowledge and understanding the power of learning. Bureaucracy started issuing edicts about what to teach and how to teach, and standardization was introduced with the aim of maintaining a minimum set of standards for curricula and teachers. Such knowledge allows children to gain access to and derive benefit from the next phases of their education-in school, in society, and in work.