This study attempts to address the "teacher expertise gap" in L2 writing research, using "adaptive expertise" as a specific tool for understanding the notion of writing teacher expertise. Drawing upon language teacher education research and L2 writing research, and using teacher interviews and classroom observation as data sources, the study explores the expertise of three writing teachers from different schools in Hong Kong, as well as the factors that may have contributed to their expertise. The findings of the study show six key components of teacher expertise as demonstrated in the participating teachers, comprising integrated knowledge base about writing and teaching writing; student-centred pedagogy focusing on learner motivation and confidence building; professional visions, self-agency, and reflectivity; leadership in writing innovations; passion as teachers of writing and as writers; and ongoing teacher learning and progressive problem solving as pivotal to writing teacher expertise. The study suggests the rich, dynamic, and contextual nature of writing teacher expertise, which is influenced by teachers' cognitive engagements, social interactions, and affective experiences in their situated contexts. The paper concludes with implications for the teaching of writing and writing teacher education. Copyright © 2020 Elsevier Inc. All rights reserved.

In the knowledge economy, many companies are well aware of the vital need to maintain the professional expertise of their workers at a high level. Though there have been a lot of research studies in the areas of professional expertise and workplace learning, few examined the learning pathways novice workers went through to become experts in their professions. Most of the research studies on expertise focused on the nature of expertise and few on its development. As for workplace learning research, most studies focused on the learning resources and methods workers used and the affordances of the workplace in making learning possible. Based on the accounts of expertise development collected from individual information technology (IT) workers in Hong Kong, this paper proposes a four-phase model of professional expertise development in the workplace and discusses its similarities to and differences from extant theories of expertise and skill development.
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http://dx.doi.org/10.1080/0158037X.2014.967347

This paper attempts to identify the distinctive qualities of successful veteran teachers, referred to as "expert teachers", which separates them not only from novice teachers but more importantly from experienced non-expert teachers. Based on earlier case studies, this paper maintains that the critical differences between expert and non-expert teachers are manifested in three dimensions: their ability to integrate aspects of teacher knowledge in relation to the teaching act; their response to their contexts of work, and their ability to engage in reflection and conscious deliberation. The paper further addresses the question of why some teachers become experts while others remain experienced non-experts by examining the developmental processes of the experienced teachers in the case studies. The findings suggest that engagement in exploration and experimentation in teaching and learning, in problematizing the unproblematic, and in tasks which challenge teachers to extend their competence are crucial to the development of expertise. The implications for teacher development are discussed.
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The current global movement in the reform of education seems to focus on a number of issues that include standards, quality and teacher preparation. With regard to the latter, while teacher education curricula in most parts of the world attempt to strike a balance between content and professional training, the emerging scenario is that of training expert teachers. Three types of knowledge identified as necessary for expert teaching are content knowledge, pedagogical knowledge and pedagogical content knowledge. For Hong Kong to embark on a satisfactory and effective public education reform, it is essential that its most valuable human resource (i.e. teachers) must be comprehensively and adequately developed. Attention must be paid to both pre-service and in-service to raise an excellent quality-oriented teaching force. Teacher educators and researchers make important and well-informed decisions about what should be included in pre-service and in-service teacher development programmes. However, it is also important to take into account the teachers' own perceptions about the areas in which they feel confident and knowledgeable and those inwhich they do not. One practical avenue of sourcing such information is the teacher in training who is learning to acquire and display expertise. This paper reports on an investigation using a sample of 183 science and mathematics trainee teachers. A 60-item instrument, the Science and Mathematics Expert Teacher Preparation Survey (SMETPS),was developed to gather data on trainee teachers' perceptions of their current knowledge and what they think they need to know to become expert teachers. The data, analysed using both descriptive and inferential statistics, indicated some of the areas in which trainee teachers identified the need for future professional development that would contribute towards expert training. Several issues which emerged from the results are discussed, with reference to implications for current efforts in expert teacher