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Trends in Expertise Studies in the Domain of Teaching

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Title: Trends in Expertise Studies in the Domain of Teaching
Language: English
Authors: Helen Jossberger (ORCID 0000-0002-8138-264X), Henny P. A. Boshuizen (ORCID 0000-0002-9405-9964), Hans Gruber (ORCID 0000-0002-0893-2027), Stefan Krauss (ORCID 0000-0002-7440-9154)
Source: ZDM: Mathematics Education. 2025 57(6):1223-1234.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Descriptors: Expertise, Teacher Competencies, Educational Trends, Educational Research, Teaching Methods, Measurement, Research Tools
DOI: 10.1007/s11858-025-01745-5
ISSN: 1863-9690
1863-9704
Abstract: Education permeates the entire society and without doubt what teachers do matters. Therefore, it is no surprise that researchers, practitioners, and policy makers share an interest in understanding outstanding performance and are eager to learn more about possibilities to support expertise development in the domain of teaching. Since the very beginning, expertise research is intrigued by the extraordinary cognitive processing of experts. In this contribution, we revisit the roots of expertise research and identify challenges when transferring this paradigm to the teaching profession. A literature review including 40 empirical studies is presented aiming at providing a historical overview and identifying trends in expertise research. Several commonalities, systematic differences and trends are apparent regarding the selection of participant groups, the role of the domain, the authenticity of setting and task, macro- and micro-level measurement, the development of tools and methods, and dynamics in research goals including merging of research paradigms. The discussion of the findings includes a plea for future directions of expertise research.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493431
Database: ERIC
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Education permeates the entire society and without doubt what teachers do matters. Therefore, it is no surprise that researchers, practitioners, and policy makers share an interest in understanding outstanding performance and are eager to learn more about possibilities to support expertise development in the domain of teaching. Since the very beginning, expertise research is intrigued by the extraordinary cognitive processing of experts. In this contribution, we revisit the roots of expertise research and identify challenges when transferring this paradigm to the teaching profession. A literature review including 40 empirical studies is presented aiming at providing a historical overview and identifying trends in expertise research. Several commonalities, systematic differences and trends are apparent regarding the selection of participant groups, the role of the domain, the authenticity of setting and task, macro- and micro-level measurement, the development of tools and methods, and dynamics in research goals including merging of research paradigms. The discussion of the findings includes a plea for future directions of expertise research.
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