Expertise development of university teachers in different teacher tasks: A multiple-case study

Abstract

In light of increased attention for teaching quality and professional development of university teachers, this study investigates development of teacher expertise in higher education. The study builds on a review that synthesized teacher expertise frameworks in higher education and found six teacher tasks and three task-related dimensions for expertise development (Van Dijk et al., 2020). The present study aims to investigate how university teachers develop expertise in their different tasks by addressing the following research questions: (1) ‘What are patterns for expertise development of university teachers within en between different teacher tasks?’ and (2) ‘What facilitates expertise development of university teachers in different teacher tasks?’. By answering these questions we aim to advance our understanding of university teacher expertise development and give insight into how expertise development can be supported. In a multiple case study design, qualitative data about expertise development of university teachers is collected by three methods: (1) two individual semi-structured interviews with university teachers with senior positions in education at Utrecht University (n = 18), (2) an individual semi-structured interview with one colleague and one supervisor of each teachers (n = 36) and (3) relevant documents about expertise development for each teacher. Data for all teachers are analysed by iterative coding (open, selective and axial coding) and cross-case analysis using a data matrix. Initial results show that development in the different teaching tasks is intertwined and that learning by doing and learning from colleagues facilitates expertise development across all tasks.