A1 Journal article – refereed

Examining teachers’ adaptive expertise through personal practical theories




List of Authors: Iina Männikkö, Jukka Husu

Publisher: Elsevier

Publication year: 2019

Journal: Teaching and Teacher Education

Journal acronym: TATE

Volume number: 77

Number of pages: 12

ISSN: 0742-051X

eISSN: 0742-051X

DOI: http://dx.doi.org/10.1016/j.tate.2018.09.016

URL: https://www.sciencedirect.com/science/article/pii/S0742051X1830074X


Abstract
This study examines teachers' adaptive expertise and their personal practical theories (PPTs), which include both explicit and implicit rationales for their actions. Teachers' ability to flexibly use their PPTs in demanding classroom situations is essential for understanding and developing teaching more in-depth. For this purpose, stimulated recall interviews were conducted with 17 primary school teachers, and the data were analysed using inductive coding. The results showed that the teachers’ adaptive expertise was characterised by a varying emphasis on a fixed versus open teaching orientation, and their level of adaptiveness differed. Teachers' ability to adapt during interactive classroom events was related to their use of these two types of orientation.This study examines teachers' adaptive expertise and their personal practical theories (PPTs), which include both explicit and implicit rationales for their actions. Teachers' ability to flexibly use their PPTs in demanding classroom situations is essential for understanding and developing teaching more in-depth. For this purpose, stimulated recall interviews were conducted with 17 primary school teachers, and the data were analysed using inductive coding. The results showed that the teachers’ adaptive expertise was characterised by a varying emphasis on a fixed versus open teaching orientation, and their level of adaptiveness differed. Teachers' ability to adapt during interactive classroom events was related to their use of these two types of orientation.


Last updated on 2021-24-06 at 09:58