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There are many expert teachers working in the global South and we
can learn a great deal from them. Neither of these claims should be
surprising, yet to date there has been almost no research conducted
on expert teachers working in Southern contexts. Instead, the huge
sums of money invested in attempting to improve teacher quality in
the South have frequently been directed towards introducing
exogenous practices or interventions that may be culturally
inappropriate, practically infeasible and ultimately unsustainable
- often failing as a result. In this pioneering book, Jason
Anderson provides an authoritative overview of the practices,
cognition and professionalism of expert teachers working in
low-income contexts. By drawing upon both systematic reviews of
teacher expertise and effectiveness research, and his own fieldwork
in India, he argues that without an understanding of expert
teachers working in all contexts worldwide, we cannot truly
understand expertise itself.
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