What makes an expert university teacher? A systematic review and synthesis of frameworks for teacher expertise in higher education

Abstract

What makes an expert university teacher? Answers to this question can be found in a multitude of publications, but so far there has been little insight into what these answers have in common. More common ground regarding what teacher expertise entails is necessary for research and support of the professional development of university teachers. To this end, this study aims to find consensus regarding what constitutes teacher expertise in higher education by identifying teacher tasks. We conducted a systematic review in which 46 frameworks for teacher expertise from research and practice contexts were identified, analysed, and synthesised. Six teacher tasks were distinguished: ‘teaching and supporting learning’, ‘educational design’, ‘assessment and feedback’, ‘educational leadership and management’, ‘educational scholarship and research’, and ‘professional development’. Additionally, the following three dimensions for task-related development were found: ‘better task performance’, ‘ability to carry out a greater variety of tasks’, and ‘a larger sphere of influence’. We present and visualise these tasks and task-related dimensions for development as the UNIversity Teacher Expertise (UNITE) synthesis. The synthesis both reflects and contributes to consensus about teacher expertise in higher education, which further research can build on. In academic practice, this synthesis could support teachers' reflection on their professional development and inform faculty development programmes and career policies. Further research is required to validate the results of this study, in particular the dimensions for development. Other suggested areas for future research are to explore how development in different teacher tasks is interrelated, as well as developing and investigating tools and interventions based on the perspective and findings of this study.