Abstract
Abstract Some teachers have been regarded as experts only because of their years of experience in a classroom, but the number of years of teaching experience does not necessarily translate into expertise. Within the field of TESOL teacher expertise is still a very under-researched topic. This paper attempts to contribute to the literature on ESL teacher expertise by examining the experiences of three experienced ESL teachers as they reflected on their work over a 2-year period in a teacher reflection group with the aid of a facilitator (this author) as part of their professional development. The findings identify and discuss five main characteristics of teacher expertise in order of frequency: Knowledge of Learners and Learning, Engage in Critical Reflection, Access Past Experiences, Informed Lesson Planning, and Active Student Involvement.
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