Developing adaptive expertise in the wake of rehearsals: An emergent model of the debrief discussions of non-rehearsing teachers

Erin E. Baldinger*, Jen Munson

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

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.

Original languageEnglish (US)
Article number103125
JournalTeaching and Teacher Education
Volume95
DOIs
StatePublished - Oct 2020

Keywords

  • Adaptive expertise
  • Practice-based teacher education
  • Secondary mathematics teacher professional development
  • Teacher learning
  • Teacher noticing

ASJC Scopus subject areas

  • Education

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