1. What makes a teacher an expert teacher?

Based on your experiences discuss critically

the quality (ies) of an expert teacher?

According to Professor John Loughran, the Dean of the Faculty of Education

of Monash University, expert teachers are referring to those who are aware of what
they are doing; they monitor and adjust their teaching behaviours to bring out the best
in their students. Somehow, it also referring to that one teacher who did not only impact
the students ideology and character, but also changed the way they looked at the
subject and the way they scored.
An expert teacher is way too different from an experienced teacher. Teaching
is a dynamic process. The teacher caters all his students in the way they can
understand the concept. Having spent more number of years in the school may not
help in ensuring high quality teaching, but having the sensitivity to address teaching
as a dynamic process from the cognitive point of view. Expert teachers know what they
are doing and why because they carefully consider how to structure their teaching in
ways that will have a positive influence on their students learning.
For example, if a teacher asks a question and responds positively only to those
answers that are correct, then students who are unsure or have different answers or
want to ask a question in return will be less likely to speak up. The expert teacher
knows how to ensure that students honestly speak up and say what they think so that
the invitation to learning is open to everyone. The way an expert teacher reacts in such
a situation may not be immediately noticeable. This necessity for subtlety is perhaps
one reason why expertise in teaching is not so well recognized or understood by those
unfamiliar with the real demands of the role.
An Appalachian State University professors descriptive case study reveals six
central tendencies among teachers considered experts in their field which are
possessing confidence in themselves and their profession, viewing their classrooms
as communities of learners, where ownership and responsibility are shared among
teacher and students, developing personal and working relationships with students to
maximize student learning, demonstrating a student-centred approach to instruction,
making contributions to their school communities through leadership, service and
support to new teachers, and showing they are masters of their content areas.
Expertise in teaching involves much more than the simple accumulation of
technical skills and tips and tricks about how teaching is done. Although technical
competence is an important base from which expertise in teaching grows, it is
important to recognise that teaching is an educative process and it cannot simply be
measured against a list of competencies. Recognising expert teachers matters,
highlighting that expertise is crucial, and rewarding it is central to better understanding
and valuing the profession.