Are teacher expertise and teacher competence complementary or contradictory research paradigms? Reflections on a possible integration and first conceptualizations

URN to cite this document:: urn:nbn:de:bvb:355-epub-781935
DOI to cite this document:: 10.5283/epub.78193

Kaiser, Gabriele ; König, Johannes ; Krauss, Stefan

; Buchholtz, Nils ; Gruber, Hans

License: Creative Commons Attribution 4.0
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Date of publication of this fulltext: 25 Nov 2025 09:00

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Abstract

Research on teacher competence and teacher expertise has remained unintegrated in recent decades, despite the two paradigms having common roots—a focus on teachers’ knowledge, its significance for successful teaching, and expectations of teacher professionalization. In this survey paper, we identify the differences and commonalities between the two paradigms based on long-term work in the fields ...