Exploring the Complexity of Adaptive Teaching Expertise within Knowledge Generation Environments

The shift towards Next Generation Science Standards represents a paradigmatic change in teaching, transitioning from knowledge transmission to knowledge generation approaches. This reform underscores the complexity of teaching expertise, extending beyond mere knowledge to require a profound comprehe...

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Bibliographic Details
Published in:Education sciences 2024-04, Vol.14 (4), p.415
Main Authors: Suh, Jee Kyung, Hand, Brian, Ercan-Dursun, Jale, Sahin, Ercin, Fulmer, Gavin
Format: Article
Language:English
Subjects:
Adaptive Teaching Expertise
Classrooms
Critical thinking
Curricula
Education
Educational Objectives
Educational Research
epistemic tools
Epistemology
Knowledge
knowledge generation approaches
Learning
Learning Processes
Methods
Pedagogy
Science education
Students
teacher orientations
Teachers
Teaching
Teaching methods
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Summary:The shift towards Next Generation Science Standards represents a paradigmatic change in teaching, transitioning from knowledge transmission to knowledge generation approaches. This reform underscores the complexity of teaching expertise, extending beyond mere knowledge to require a profound comprehension of generative learning environments. In this study, we explore Adaptive Teaching Expertise (AdTex), defining it as a teacher’s capacity characterized by fluidity and reflexiveness in teaching dynamics, rather than just flexibility. Through a complexity framing approach, we delineate three layers of AdTex: the visible actions of teachers, the semi-visible use of epistemic tools such as language, dialogue, and argument, and the tacit orientations towards learning that encompass epistemological, ontological, and axiological dimensions. Our research primarily investigates the intricate relationship between the epistemic tool and orientation layers. Our findings highlight the significance of an interconnected understanding and the impact of philosophical orientations on adaptive teaching practices. A notable contribution of this study is the development of a framework that articulates the belief and knowledge systems crucial for fostering generative learning environments, alongside the introduction of complexity maps to illustrate the interplay among these subsystems.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci14040415