Examining teachers' adaptive expertise through personal practical theories

Iina Männikkö, Jukka Husu

Research output: Contribution to journalArticleScientificpeer-review

Abstract

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.
Original languageEnglish
JournalTeaching and Teacher Education
Volume77
Pages (from-to)126-137
Number of pages12
ISSN0742-051X
DOIs
Publication statusPublished - Jan 2019
Externally publishedYes
MoE publication typeA1 Journal article-refereed

Fields of Science

  • Adaptive expertise
  • Instructional adaptations
  • Teacher decision making
  • Reflective practice
  • REFLECTION
  • VIEW
  • 516 Educational sciences

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