ABSTRACT
Part II of this book draws on the findings of empirical research to illustrate how the ideas and concepts outlined in Part I are found in practice. Four chapters draw on data from the research, which includes interviews with headteachers and expert teachers as well as observations of expert practice. One of the main claims of the research is that teacher expertise is socially constructed and that expertise varies according to context. Expert teachers are therefore not all the same but they do share family resemblances.
This chapter provides a brief outline of the methodology and the context for the empirical research, and the significance of school culture for this study is explained. The views of headteachers are reported and examples are given of the ways in which they have shaped the culture of their schools. These views directly inform their understanding of what it means to be an expert teacher and the value they give to the ability to improvise. Teachers are seen to need a degree of autonomy given that teaching is a relational activity and expert teachers are perceived as those that were able to understand the emotional climate of the classroom and intuitively respond ‘in the moment’ to the needs of the students. The significance of subcultures within the school is highlighted, particularly those spaces where informal conversations can be held and where teachers can ask for help when they might be facing difficulties. These spaces make an important contribution to the social construction of teacher expertise.
