Exploring Assessments That Measure and Support the Development of Adaptive Teaching Expertise: An Action Research Inquiry

• In Event: Roundtable Session 17
  In Roundtable Session: Action Research: Exploring Current Issues

Abstract

While adaptive teaching expertise has continued to be recognized as the hallmark of an effective teacher, methods for supporting and assessing the development of adaptive teaching expertise have remained illusive. This action research study explores both the development and assessment of adaptive teaching expertise using quantitative and qualitative data collected during teacher candidates’ (N=14) student teaching experiences. Findings show that some existing summative measures of teacher competency are loosely related to adaptive teaching expertise skills, but new measures that encompass all aspects of adaptive teaching are needed. Further, specific prompts employed by field instructors during lesson debriefing sessions, which serve as formative assessments, may also support the development of and assessment of adaptive teaching expertise and adaptive help seeking.

Author

• Elizabeth Gayle Soslau, University of Delaware