A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä

Examining teachers’ adaptive expertise through personal practical theories




Julkaisun tekijät: Iina Männikkö, Jukka Husu

Kustantaja: Elsevier

Julkaisuvuosi: 2019

Journal: Teaching and Teacher Education

Lehden akronyymi: TATE

Volyymi: 77

Sivujen määrä: 12

ISSN: 0742-051X

eISSN: 0742-051X

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

Verkko-osoite: https://www.sciencedirect.com/science/article/pii/S0742051X1830074X


Tiivistelmä
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