Here we explore the influence of being labelled an ‘expert colleague’ on the self-efficacy of school-based teacher educators. In doing so, we draw on Müller and Cook’s (2024) critical exploration of teacher professionalism and the need for careful consideration of how hierarchical labelling of teacher educators influences the professional identity and self-efficacy of those tasked with supporting new practitioners. Our examination into professional identity, which was part of a Research England research-funded project, is framed by the Initial Teacher Training and Early Career Framework’s (DfE, 2024) and its emphasis on the role of ‘expert colleagues’ within primary and secondary phases of education. While this study does not examine practitioners' measurable expertise, we do consider the perception of expertise and subsequent influence of this labelling on their professional identity and self-efficacy. Integral to this study is the initial process of selecting ‘expert colleagues’. Due in part to the gap in current literature concerning the professional identity of primary practitioners, and particularly those working as school-based teacher educators, our work offers a critical insight into self-perception and how the notion of expertise is received in these comparative phases of education.
The Department for Education (2019, p.5) define expert colleagues as being ‘professional’ as being experienced and effectual and who demonstrate “expertise in the subject and phase-specific approaches” which are underpinned by a “deep understanding of the curriculum, the relevant research base which informs it and their role in supporting its delivery and practice” (DfE, 2022, p.30). Recognition of professional expertise and judgement contributes significantly to the creation of positive working environments (Sullanmaa et al., 2023). While this would appear to affirm the label of ‘expert colleague’, Witter and Hattie (2023) caution that there is complexity and contention surrounding the definition of teacher quality. This could lead to an inconsistent approach in the selection of such professionals and subsequently present challenges to self-efficacy. Indeed, the characteristics of an expert teacher (Coe et al., 2014) are not synonymous with the qualities of an effective school-based teacher educator (Oberholzer and Boyle, 2024) and the influence of such labelling must be carefully considered.
Georgiou et al.’s (2020) exploration of the relationship between research engagement, practice and self-efficacy affirms Sullanmaa’s (2023) assertion that cultures of collaboration and knowledge sharing make a significant contribution to the educational workplace. Senior leaders in schools are tasked with not only generating and sustaining a learning and productive workplace culture but also are influential in the selection of expert colleagues and the criteria befitting the afforded status. Whether a school-based teacher educator is selected to work with a trainee based on factors such as experience, seniority, availability, or as part of planned career development, the relationship between selection and self-efficacy within the school context must be explored. Finally, trainee perceptions of their mentor’s expertise and the epistemic trust (Education Support, 2023) in this professional dynamic will contribute to the investigation of how school-based teacher educators perceive their ability to effectively fulfil the role of ‘expert colleague’.
Mirroring Witter and Hattie’s (2023) triangulation of beliefs, processes and student perceptions when exploring nuanced concepts such as self-efficacy, we have engaged the perspectives of trainee and early career teachers, mentors, and senior leaders to comprehensively explore the notion of expertise in the development of new practitioners. Data was collected across an academic year, in the form of surveys and focus groups seeking to examine the concept of expertise in the role of a mentor.
Our paper offers an insight into how: school practitioners’ and beginner teachers’ can be enabled to critically appreciate their understanding of the term ‘expert colleague’ and the extent to which the label influences a teacher’s self-efficacy;
leaders in schools select ‘expert colleagues’ and what training and guidance is made available to these practitioners to successfully fulfil their role.
In summary, this paper calls for reflection of how the interpretation of positional labelling and language informs the practice and self-perception of practitioners tasked with the professional development of beginner teachers.
