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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.