Literaturnachweis - Detailanzeige
Autor/in | Soslau, Elizabeth |
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Titel | Opportunities to Develop Adaptive Teaching Expertise during Supervisory Conferences |
Quelle | In: Teaching and Teacher Education: An International Journal of Research and Studies, 28 (2012) 5, S.768-779 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0742-051X |
DOI | 10.1016/j.tate.2012.02.009 |
Schlagwörter | Expertise; Reflective Teaching; Teacher Educators; Case Studies; Observation; Knowledge Base for Teaching; Teaching Methods; Supervisory Methods; Student Teacher Supervisors; Preservice Teacher Education; Student Teachers; Conferences (Gatherings); Educational Strategies Expert appraisal; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Case study; Fallstudie; Case Study; Beobachtung; Teaching theory; Theory of teaching; Unterrichtstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrstrategie |
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. (Contains 11 tables.) (As Provided). |
Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |