What Drives Teachers to Adapt? A Multiple-Case Study of Influencing Mechanisms of Teacher Adaptability

• In Event: AERA Roundtable Session Saturday 9:50 am Four Seasons Ballroom 4
  In Roundtable Session: Teachers' Sense-Making and Adaptability (Table 9)

Abstract

Teacher adaptability is crucial for both teachers and students, yet it lacks systematic exploration. Initially, scant research has been conducted concerning the mechanisms of influence. The pathways through which diverse antecedents affect various aspects of teacher adaptability remain elusive. Another influence mechanism area lacking clarity is the potential interaction among the antecedents. In addition, there have been currently relatively few studies on the influencing mechanisms of teachers’ adaptability at different stages. Moreover, there is a call to utilise alternative methods such as external observations or assessments. This study used the adaptability tripartite model and the activity theory, employing a multiple-case research design to explore the influencing mechanisms comprehensively. This research delineated six influencing mechanisms: personality-driven, encouragement-driven, mixed-driven, experience-driven, self-learning-driven, and rule-constrained.

Authors

• Mingyao Sun, Hong Kong Polytechnic University

• Xianhan Huang, The Education University of Hong Kong