Characterizing adaptive teaching expertise

Teacher profiles based on epistemic orientation and knowledge of epistemic tools

Bibliographic Data

ID21392634
AuthorsJee Kyung Suh (0000-0002-7370-3896, Department of Curriculum and Instruction, College of Education University of Alabama Tuscaloosa Alabama USA, corresponding author), Brian Hand (0000-0002-0574-7491, Department of Teaching and Learning, College of Education University of Iowa Iowa City Iowa USA), Jale E Dursun (Department of Curriculum and Instruction, College of Education University of Alabama Tuscaloosa Alabama USA), Catherine Lammert (0000-0001-7356-0816, Department of Teacher Education, College of Education Texas Tech University Lubbock Texas USA), Gavin W Fulmer (0000-0003-0007-1784, Department of Teaching and Learning, College of Education University of Iowa Iowa City Iowa USA)
Year2023
Volume107
Issue4
Pages884-911
Publication date2023-07-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueScience Education (JOURNAL)
Journal identifiersISSN: 0036-8326 • E-ISSN: 1098-237X
PublisherWiley (PUBLISHER • GB)
DOI10.1002/sce.21796
OpenAlexW4361214607
LanguageEN
Citations received12
References cited84

With an ultimate goal of characterizing teachers' movement toward understanding the epistemic complexity of generative learning environments, this study refers to adaptive teaching expertise (AdTex) as a developmental teaching capacity observable through a teacher's ability to utilize various resources to address the epistemic complexity of knowledge generation practices. The analysis and discussions centered on how teachers develop and utilize epistemic orientation and understandings of epistemic tools for adaptive teaching, making this study distinct from previous research on AdTex. In particular, this study shows a new way to create systematic profiles of AdTex based on the multiple qualitative data sources, including vignettes, interviews, and reflections collected through a multiple‐case study with 24 teachers. The qualitative profile analysis suggests that the development of epistemic resources is closely related to teachers' attention to student ideas, student agency, and a balance between flexibility and productivity regardless of context. The analysis demonstrates that the development of epistemic resources can represent the degree of development of AdTex and provide a rich research pathway for future analysis

Agency (philosophy) · Context (archaeology) · Epistemology · Flexibility (engineering) · Mathematics education · Science education · Computer Science · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Innovative Teaching Methods · Mathematics · Psychology