Supporting Adaptive Expertise for Teachers Through a Customized Graduate Degree Program

• In Event: Framing Graduate Programs Toward Developing In-Service Teachers’ Technological Pedagogical Content Knowledge

Abstract

This study explores the outcomes when traditional graduate education for experienced teachers was revitalized with the frameworks of new literacies and TPACK. We describe the professional inquiry of recent graduates in the New Literacies and Global Learning MEd program and examine the extent to which these teachers adapted course work into their “professional knowledge landscapes.” Using the portraiture method we collected a variety of qualitative data. Ultimately, we offer four portraits of teachers and the varied manner in which they approached their inquiry and reported on their experiences. The portraits reveal the adaptive expertise of these teachers and provide the basis for better understanding the manner in which teachers “take up” professional development experiences and integrate them into practice.

Authors

• Meghan McGlinn Manfra, North Carolina State University

• Hiller A. Spires, North Carolina State University