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.

中文翻译：

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是什么造就了一名专业的大学教师？高等教育教师专业知识框架的系统回顾和综合

摘要 是什么造就了一名专业的大学教师？这个问题的答案可以在大量出版物中找到，但到目前为止，人们对这些答案的共同点知之甚少。关于教师专业知识需要什么的更多共同点对于研究和支持大学教师的专业发展是必要的。为此，本研究旨在通过确定教师任务，就高等教育教师专业知识的构成达成共识。我们进行了一项系统审查，其中确定、分析和综合了来自研究和实践背景的 46 个教师专业知识框架。六项教师任务被区分：“教学和支持学习”、“教育设计”、“评估和反馈”、“教育领导和管理”、“教育奖学金和研究”、和“专业发展”。此外，还发现了以下三个与任务相关的发展维度：“更好的任务绩效”、“执行更多种类任务的能力”和“更大的影响范围”。我们将这些任务和任务相关的发展维度呈现并可视化为大学教师专业知识 (UNITE) 综合。综合反映并有助于就高等教育教师专业知识达成共识，进一步研究可以以此为基础。在学术实践中，这种综合可以支持教师对其专业发展的反思，并为教师发展计划和职业政策提供信息。需要进一步的研究来验证这项研究的结果，特别是发展的维度。