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Developing adaptive expertise in the wake of rehearsals: An emergent model of the debrief discussions of non-rehearsing teachers |
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| Institution: | 1. Department of Curriculum and Instruction, College of Education and Human Development, University of Minnesota, USA;2. School of Education and Social Policy, Northwestern University, USA;1. University of Northern Colorado, USA;2. University of Bath, UK;3. Trimetis, Ltd., UK;4. Defence Science & Technology Laboratory, Ministry of Defence, UK;5. Institute for Human & Machine Cognition, USA;1. Via University College, Hedeager 2, 8200, Aarhus N, Denmark;2. Norwegian School of Sport Science, Sognsveien 220, Postboks 4014 Ullevål Stadion, 0806, Oslo, Norway;3. Via University College, Ceresbyen 24, 8000, Aarhus C, Denmark;1. University of Maryland, 2311 Benjamin Building, College Park, MD, 20742, USA;2. The Ohio State University, 217 Arps Hall, 1945 N. High Street, Columbus, OH, 43210, USA |
| Abstract: | This study explores conceptual links between practice-based teacher education and adaptive expertise, drawing on constructs of teacher noticing and position. We specifically examined debrief discussions following rehearsals, focusing on the experiences of non-rehearsing teachers (NRTs) who participate in rehearsals as students. We propose an emergent model of how debriefs can support NRTs’ development of adaptive expertise, through qualitative analysis of debriefs with secondary mathematics teachers. Debriefs provided opportunities for NRTs to socially construct adaptive expertise through making their experiences public and considering implications for teaching. We discuss ways debriefs contribute to the co-construction of adaptive expertise in practice-based teacher education. |
| Keywords: | Practice-based teacher education Adaptive expertise Secondary mathematics teacher professional development Teacher noticing Teacher learning |
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