While expert teachers remain a frequent focus of research in education, to date there have been very few attempts to conduct systematic reviews of this literature. This paper presents the findings of the first systematic metasummary of research on teacher expertise in K12 education (primary/elementary and secondary levels), based on analysis of 106 empirical studies from 16 countries involving 1124 teachers identified as experts. The inductively-developed coding framework was applied independently by both authors to the dataset to generate agreement counts for specific coding themes, firstly for specific domains of teacher expertise, and then stratified to compare primary and secondary studies. We present 73 specific features organised into six domains in our expert teacher prototype. Salient findings indicate that, with regard to professional practice, expert teachers reflect extensively and often critically on their practice, help their colleagues frequently, and are continuous learners throughout their careers. Concerning knowledge, we find that expert teachers have well-developed pedagogical content knowledge and knowledge about their learners. In the domain of pedagogic practice, we observe that expert teachers display flexibility in the classroom, build strong interpersonal relationships with their learners, whom they engage through their choice of activities and content, and frequently make use of strategies typically emphasised in both constructivist and learner-centred education literatures. We offer our prototype as a useful initial sketch of family resemblance among expert teachers rather than a checklist of necessary or expected features of expertise, also cautioning that the prototype remains far from complete.

虽然专家教师仍然是教育研究的频繁焦点，但迄今为止，很少有人尝试对这些文献进行系统评价。本文基于对来自 16 个国家的 106 项实证研究的分析，介绍了 K12 教育（小学/小学和中学）教师专业知识研究的第一个系统元总结的结果，涉及 1124 名被确定为专家的教师。两位作者将归纳开发的编码框架独立应用于数据集，以生成特定编码主题的一致性计数，首先针对教师专业知识的特定领域，然后分层以比较小学和中学研究。我们在专家教师原型中展示了分为六个领域的 73 个特定特征。显着的发现表明，在专业实践方面，专家教师对他们的实践进行了广泛且经常批判性的反思，经常帮助他们的同事，并且在他们的整个职业生涯中不断学习。关于知识，我们发现专家教师拥有完善的教学内容知识和关于他们的学习者的知识。在教学实践领域，我们观察到专业教师在课堂上表现出灵活性，通过选择活动和内容与学生建立牢固的人际关系，并经常使用建构主义者和学习者通常强调的策略以教育文献为中心。