Characterizing adaptive teaching expertise: Teacher profiles based on epistemic orientation and knowledge of epistemic tools
Characterizing adaptive teaching expertise: Teacher profiles based on epistemic orientation and knowledge of epistemic tools
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DOI：
10.1002/sce.21796
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发表时间：
2023-03-28
影响因子：
4.3
通讯作者：
Fulmer，Gavin
中科院分区：
文献类型：
--
作者：
Suh，Jee K.;Hand，Brian;Fulmer，Gavin
本研究的最终目标是描述教师理解生成学习环境的认知复杂性的运动，将适应性教学专业知识 (AdTex) 称为一种发展性教学能力，可通过教师利用各种资源来解决知识生成实践的认知复杂性的能力来观察。分析和讨论的重点是教师如何开发和利用认知取向和对认知工具的理解来进行适应性教学，这使得本研究与之前的 AdTex 研究不同。特别是，这项研究展示了一种基于多种定性数据源（包括通过 24 名教师的多案例研究收集的小插曲、访谈和反思）创建 AdTex 系统概况的新方法。定性分析表明，认知资源的发展与教师对学生想法的关注、学生的能动性以及无论背景如何的灵活性和生产力之间的平衡密切相关。分析表明，认知资源的发展可以代表AdTex的发展程度，为未来的分析提供丰富的研究路径。
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.