Expanding adaptive teacher expertise in higher education
Using breakdowns and repairs to reinterpret teachers’ improvisation as a sociomaterial practice
Bibliographic Data
| ID | 12084017 |
|---|---|
| Authors | Hanlin Zhang (0000-0001-5065-4086, RCVS Knowledge, corresponding author), Martin Oliver (0000-0003-1836-6257, RCVS Knowledge), Allison Littlejohn (0000-0003-1784-3365, RCVS Knowledge), Jade Vu Henry (0000-0001-7026-1351, RCVS Knowledge) |
| Year | 2025 |
| Volume | 165 |
| Pages | 105110-105110 |
| Publication date | 2025-06-24 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching and Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0742-051X • E-ISSN: 1879-2480 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.tate.2025.105110 |
| OpenAlex | W4411574537 |
| Language | EN |
| Citations received | 1 |
| References cited | 36 |
This study explores adaptive teacher expertise in higher education, using heuristics of breakdown and repair from the sociology of knowledge to situate this concept in a sociomaterial exploration of classroom teaching practices and institutional environments. Data were collected through a four-month ethnographic research study including both observations and interview with university teachers in a Chinese university. It was coded and analysed to identify examples of breakdown and repair. This research shows that adaptive teacher expertise extends beyond responding to students; it also involves untangling tensions with the practices of the institute, which may lead to actions that could be regarded illegitimate. • Adaptive teacher expertise is not only about responding to students, but also to institutional demands. • Adaptive teacher expertise is not always recognised as legitimate, even when it successfully resolves a breakdown. • Adaptive teacher expertise has limits; teachers will not always be successful in resolving breakdowns
Art · Higher education · Improvisation · Mathematics education · Pedagogy · Political science · Sociology · Visual arts · Global Educational Policies and Reforms · Innovative Education and Learning Practices · Psychology · Teacher Education and Leadership Studies
Ethnography in qualitative educational research
Good education in an age of measurement
Affective assemblages
Teachers’ Instructional Adaptations
Teacher knowledge and the knowledge base of teaching
Trouble[shooting]caring
The invisible made visible through technologies’ agency
A scoping review of adaptive expertise in education
Characterizing adaptive teaching expertise
Breakdowns and breakthroughs. Handling challenging moments in university teaching
Sociomaterial entanglement in one-to-one computing classrooms
Are schools panoptic
Dilemmas experienced by teachers in adapting to the role of facilitator in the STEAM classroom
Teacher experiences under Covid-19 pandemic school reopening periods
Adaptive teacher leadership in a pandemic context
Social and emotional learning in teacher preparation
Professional and personal knowledge of teachers and teacher educators
Coteachers’ huddles
Prospective teachers development of adaptive expertise
Examining teachers’ adaptive expertise through personal practical theories
The Third Wave of Science Studies
Matters of care in technoscience
Learning Teaching in, from, and for Practice
Why Has Critique Run out of Steam? From Matters of Fact to Matters of Concern
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |