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Opportunities to develop adaptive teaching expertise during supervisory conferences
ARTICLE

TATE Volume 28, Number 5, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Adaptive teaching expertise is a critical component of quality teaching. University-based supervisors should employ specific supervision styles and discourse types during post-lesson observation conferences to help student teachers develop adaptive competencies such as, justifying decision-making, balancing experimentation and risk to pupils, and discussing instructional adaptations to address pupils' contextualized-needs. Findings from a sixteen-week, multiple-case study suggest that student teachers and supervisors (N = 6) do not use critical discourse to capitalize on opportunities to develop adaptive teaching expertise. If student teachers are expected to become adaptive experts, teacher educators must learn how to leverage discourse to promote development of adaptive teaching expertise.

Citation

Soslau, E. (2012). Opportunities to develop adaptive teaching expertise during supervisory conferences. Teaching and Teacher Education: An International Journal of Research and Studies, 28(5), 768-779. Elsevier Ltd. Retrieved May 13, 2021 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2012.02.009

Keywords