This conceptual framework represents the complexity (and fascination) of teacher expertise. The underlying proposition is that enduring educational issues concerning educational aims, learning contexts, classroom processes and learning outcomes (the rows) are played out in practice through curriculum, pedagogy and assessment (the columns).

 The framework expands and contracts (click the row headings).  An introduction to underlying evidence is then offered (click through any individual cell). This material draws on a TLRP initiative with the UK’s General Teaching Councils – see ‘Professionalism and Pedagogy’.

The framework is a tool for thinking and discussion about evidence-informed professional judgement.

Bibliographic sources referred to in these 'concepts' pages can be found here .