A1 Refereed original research article in a scientific journal

Examining teachers’ adaptive expertise through personal practical theories




AuthorsIina Männikkö, Jukka Husu

PublisherElsevier

Publication year2019

JournalTeaching and Teacher Education

Journal acronymTATE

Volume77

First page 126

Last page137

Number of pages12

ISSN0742-051X

eISSN0742-051X

DOIhttps://doi.org/10.1016/j.tate.2018.09.016

Web address 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.



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