The Improvising Teacher : Reconceptualising Pedagogy, Expertise and Professionalism book cover
1st Edition

The Improvising Teacher
Reconceptualising Pedagogy, Expertise and Professionalism

ISBN 9781032121253
Published August 8, 2022 by Routledge
174 Pages 8 B/W Illustrations

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Book Description

The Improvising Teacher offers a radical reconceptualization of improvisation as a fundamental element of teacher expertise. Drawing on theories of improvisation and expertise alongside empirical research, the book argues that teacher expertise is fundamentally improvisatory.

The book provides a theoretical model for teacher expertise that is relevant internationally and illustrates the nature of advanced practice in a global classroom through case studies of expert teachers in England. It makes a theoretical and conceptual case to support the case for the improvising teacher as a prototype model of expert practice. Sorensen draws on critical studies in improvisation and the study of expertise and expert practice, and argues that now more than ever, teachers must be flexible, creative and skilled in adaptation. Providing a critical evaluation on how to approach the professional development of the improvising teacher, the book outlines how the improvising teacher signifies a broader cultural shift in the way we understand teaching and teacher professionalism.

This book will be essential reading for academics, researchers and postgraduate students in the fields of teacher education, professional practice, professional development and critical studies in improvisation. It will also be highly relevant for teacher educators who are attempting to understand, research and promote teacher expertise and teacher autonomy in education across the globe.

Table of Contents

1 Introduction

Part One - Theoretical and conceptual foundations

2 Understanding improvisation: a working definition and philosophical assumptions

3 Understanding expertise and the lexicon of advanced professional practice in teaching

4 Understanding professionalism and the discourses of advanced professional practice

Part Two – The empirical research: the improvisational nature of teacher expertise

5 The impact of school culture on the development of advanced professional practice

6 Teacher perceptions of expertise and improvisation

7 The improvising teacher as a prototype of advanced professional practice

8 The social construction of the improvising teacher

Part Three – Implications for practice

9 Towards a long-term framework for the professional development of the improvising teacher

10 Afterword: the improvising teacher in the COVID-19 present

List of figures

List of tables

Foreword -Theresa Robbins Dudeck



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Nick Sorensen is Visiting Research Fellow at the School of Education, Bath Spa University, UK.