A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Examining teachers’ adaptive expertise through personal practical theories
Tekijät: Iina Männikkö, Jukka Husu
Kustantaja: Elsevier
Julkaisuvuosi: 2019
Journal: Teaching and Teacher Education
Lehden akronyymi: TATE
Vuosikerta: 77
Aloitussivu: 126
Lopetussivu: 137
Sivujen määrä: 12
ISSN: 0742-051X
eISSN: 0742-051X
DOI: https://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.
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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