THE END OF THIS JOURNEY
7.3. Methodological reflections of the study
Narrative enquiry was used as the methodology to generate data from the research participants.
The choice of this methodology came as a result of the interpretive paradigm chosen for the research which allows for the collection of textual data. This enabled the retrieval of the research participant’s narrated stories of the routes and processes by which they became expert- teachers, as well as how they had managed to shape, or be shaped by the environment. Using narrative inquiry methodology, the research participants were able to narrate their stories through the use of unstructured interviews, while the researcher listened to the teachers recall their personal and professional experiences of how they became expert-teachers. As a consequence, the research participants were able to reflect in retrospect on those lived- experiences that enabled them to acquire knowledge, skills, attitudes and values in order to become expert-teachers. In addition, artefact, collage and portfolio methods were used to deepen the research data generated by exploring the understandings of teachers as experts. All the resultant data that was subsequently analysed in order to arrive at an understanding of the types of expertise that are required for teachers to ultimately become experts. In order to provide a clarity of understanding of the data and analysis, the results of the research were organised under appropriate themes.
7.3.1. The attributes of an expert-teacher
The study found that resilience was one of the key attributes mentioned by the majority of the participants that kept them going irrespective of the situation. Accordingly, teachers with a sense of resilience are more likely to become good teachers as they are not easily affected by negative things within their environment (Timperly, 2008). In addition, the research findings indicated that expert-teachers act as agents of change in a school environment where they take the lead in teaching and learning activities. Another important quality reported by all the participants was that of a results-driven mind-set, this being indicated as an important attribute
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found in all expert teachers. This is confirmed by Stoelinga and Magin (2011), who maintain that an expert-teacher is a person who is always striving for good results.
The study also found that expert-teachers are humble and exemplary, thereby making them more accessible to other teachers who need assistance. A teacher who is able to win the hearts and minds of the learners was also indicated by the expert-teachers interviewed, for this quality enables teachers to communicate effectively with their learners. Finally, a passion for teaching and learning as a key attribute was indicated by both teachers and subject advisors alike. This is supported by Day (2004), who argues that teachers must always be passionate in their work, a trait that will always lead them to be motivated in the classroom.
7.3.2. Teacher learning and development
In order for teachers to be better equipped for their teaching practices, the research study found that the subject advisors stressed the need for teachers to have more curriculum knowledge. As Shulman (1987) has confirmed, those teachers who have greater with curriculum knowledge also know exactly what should be taught in the classroom situation.
The research study also found that expert-teachers have more pedagogical knowledge which makes it easier for them to impart knowledge to their learners. As Garmston (1998) can argue expert-teachers have a complex understanding of the teaching strategies and methods which are most appropriate for the subject being taught. It was confirmed by all the research participants indicated that content knowledge is vital for teachers in order to know exactly what is to be taught (Adediwura and Tayo, 2007). Accordingly, the research findings confirmed that expert-teachers further their academic qualifications in order to improve their teaching practice.
The research participants also stated that leadership knowledge was important, for it enables a teacher-expert to influence learners in the right direction. This view is supported by Hattie (2003), who maintains that experts with leadership knowledge use their ability to lead learners in the right direction. A knowledge of planning was also identified by all the research participants as being a significant attribute in the makeup of expert-teachers. In this, Griffiths (2002) agrees that teachers use planning to correct their practices. Last, but not least, working
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through professional clusters was also stated by all the participants as an important aspect of becoming an expert-teacher.
7.3.3. A space for teacher learning
According to the results of the research study, teacher participants and subject advisor research participants alike all acknowledged the high importance placed on the value of education by their parents and family members. The literature also supports this view. As Timperly (2008) has argued, the family plays a crucial role in orientating teachers towards their love of education in their early years.
For the research participants who were subject advisors, they viewed an expert-teacher as a person who knew the value of networking with other teachers as a means of acquiring new knowledge. The research results also indicated that expert-teachers acquire new knowledge by working through professional clusters where they engage in scholarly conversations with teachers, subject-advisors and expert-teachers about their specialist subjects.
The research study also found that teacher-experts learn and develop through induction and mentoring programmes where they are introduced to various types of knowledge about teaching and learning. In this, Steyn and Van Niekerk (2007) agree that induction programmes as an initial stage, enables teachers to acquire expertise.
Professional development is also a space where teachers develop as experts as stated by all the research participants. An emotionally-friendly and healthy teaching environment was also reported by all the research participants as a means by which teachers can develop as experts.
This view is supported by Day (2011), whereby he sees the emotional well-being of teachers as being of vital importance in building positive teacher identities.
All the research participants indicated that they had initially become exposed to teaching and learning activities when they were still at university. It was their experience within academia that first gave them an insight into the importance of becoming expert-teachers. Other key points mentioned by the research participants included an empathetic school principal who appreciated the good work done by her/his teachers, as well as a school culture that promoted
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teaching and learning and the collegial sharing of expertise in order that teachers could develop into expert-teachers.