Learning
Edition 03 | March 2025
Edu- Praxis
The articles in this section, lets you dive into fascinating educational research and uncover its practical applications in the classroom.
Table of Contents:
The Study
Teaching is one of the few professions where peers frequently observe and evaluate one another’s expertise. A five-year study involving 14 primary schools explored how teachers identify and seek expertise among their colleagues. The research aimed to uncover the criteria teachers use to recognise expert teaching and whether they actively seek advice from those they perceive as skilled.
Rather than relying on objective measures like student test scores, the study examined how teachers judge their peers’ abilities and whether this translates to seeking feedback. It also revealed surprising findings about how high-performing teachers approach their professional growth.
The Main Findings
1) Test scores are not the key factor: Over 90% of teachers did not cite student test scores when identifying the most skilled teachers. Instead, they judged expertise based on:
- The type of instruction observed during lessons.
- The sorts of questions teachers asked to engage students.
- The organisation and flow of lessons.
- Teachers’ depth of subject knowledge.
2) Expert teachers actively seek advice: Surprisingly, teachers who were high-performing based on student outcomes were the ones most likely to seek advice and feedback from their peers. This shows that expert teachers recognise the value of continually improving their craft.
3) Perceptions drive consultation: Teachers’ test scores did not determine whether their colleagues sought them out for advice. Instead, colleagues relied on observed behaviours, such as lesson delivery and engagement strategies, to identify expertise.
Related Research
The findings align with broader research on feedback and professional development in education. For instance, the Dunning-Kruger effect suggests that less skilled individuals may overestimate their abilities and, as a result, seek less feedback. Conversely, expert teachers tend to actively seek opportunities for growth and view feedback as essential to refining their practice. Studies also show that fostering a collaborative culture in schools improves teaching standards and student outcomes. Teachers who reflect on their practice and regularly engage in professional dialogue contribute to a thriving learning environment for both their peers and students.
Classroom Implications
Classroom Implications
For school leaders, this study highlights the importance of creating a culture of collaboration and professional growth. Providing opportunities for teachers to observe each other, share expertise, and give constructive feedback can elevate teaching standards across the board.
Teachers, too, can take inspiration from these findings. Actively seeking feedback, engaging in peer observations, and fostering dialogue with colleagues are key to continuous improvement. Even highly skilled educators benefit from reflecting on their practice and identifying areas for growth.
Encouraging a mindset of professional curiosity and collaboration strengthens not just individual teaching but also the overall culture of learning within schools. This, in turn, creates a more dynamic and impactful educational experience for students.
Reference List: The Studies
Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one’s own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121.
Wegner, D., Schneider, D., Carter, S., & White, T. (1987). Paradoxical effects of thought suppression. Journal of Personality and Social Psychology, 53(1), 5–13.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Rohrer, D. (2012). Interleaving helps students distinguish among similar concepts. Educational Psychology Review, 24(3), 355–367.
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