Helping teachers become adaptive experts

Helping Teachers Become Adaptive Experts

BySarat Kumar DoleyPhD (ELE) Student

05/SH/PhD (ELE)/2012-2015/017The English and Foreign Languages University

Shillong Campus, Shillong,14th Nov,2012

Contents

Teachers as Adaptive ExpertsPrinciples of Learning to TeachA Framework for Teaching

LearningConclusion: implications for

Teacher Education

Teachers as Adaptive Experts

The development of adaptive expertise provides an

appropriate gold standard for becoming a professional

Dimensions of Expertise

There are two dimensions of expertise:efficiency

and innovation

The efficiency dimension

involves greater abilities to perform particular tasks without having to

devote too many attentional resources to achieve them

The innovation dimension

involves moving beyond existing routines and often requires people to rethink key ideas, practices, and even values

Relationship between the two dimensions

The relationship of efficiency and innovation are assumed to be-

complementary at a global level and antagonistic at a local level

Principles of Learning to Teach

“The apprenticeship of observation”

“the problem of enactment”

and

“the problem of complexity”

A Framework for Teacher Learning

Vision images of the possible [for example a set of images of good practice that inspire

and guide practice ]

Conclusion: Implications of this framework for teacher education

This framework- takes into account the understanding that

learning to teach occurs within communities invites teacher educators to examine

complementarities of settings andhelps us to think about how teacher educators

can equip teachers vis-a-vis the principles

Reference

• Hamerness,Karen et al (2007).How Teachers Learn and Develop. In Darling L. Hammond et al (eds.).Preparing Teachers for a Changing World: What Teachers should Learn and Be able to Do . Jossey-Bass.