"Regressed experts" as a new state in teachers' professional development: Lessons from Computer Science teachers' adjustments to substantial changes in the curriculum

Due to a program reform in Israel, experienced CS high-school teachers faced the need to master and teach a new programming paradigm. This situation served as an opportunity to explore the relationship between teachers' content knowledge (CK) and their pedagogical content knowledge (PCK). This article focuses on three case studies, with emphasis on one of them. Using observations and interviews, we examine how the teachers, we observed taught and what development of their teaching occurred as a result of their teaching experience, if at all. Our findings suggest that this situation creates a new hybrid state of teachers, which we term "regressed experts." These teachers incorporate in their professional practice some elements typical of novices and some typical of experts. We also found that these teachers' experience, although established when teaching a different CK, serve as a leverage to improve their knowledge and understanding of aspects of the new content.