A Mixed-Methods Analysis of the Development of Teacher Candidates' Adaptive Expertise

• In Event: 14.043 - Roundtable Session 1
  In Roundtable Session: 14.043-7 - Collaborative Inquiry in Teacher Education

Abstract

As teacher candidates enter the profession, they must develop the expertise to recognize the complexities associated with teaching and learning (Darling-Hammond & Bransford, 2005). Teacher educators have turned to case-based methods to help teacher candidates develop this capacity. We know a great deal about the implementation of case-based methods in teacher education programs. However, much of the research on the impact of case-based methods on teacher candidates' development of adaptive expertise is anecdotal. This mixed-methods study examined the impact of small group discussion of literacy-related cases on 75 teacher candidates' emergent expertise. The analyses revealed a positive relationship between references to pedagogical content knowledge in the case discussion groups and improvements in teacher candidates’ adaptive expertise over time.

Authors

• John F. O'Flahavan, University of Maryland

• Melissa Landa, University of Maryland