Does Thoughtfully Adaptive Teaching Actually Exist? A Challenge to Teacher Educators
In this article, we explore the roots of thoughtfully adaptive teaching in reflection. Drawing on the conceptual work of Dewey and Schon, we examine reflective practice in teaching as a tool for resistance against institutional pressures to standardize teaching practices. We describe 2 programs of r...
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| Veröffentlicht in: | Theory into practice 2016-07, Vol.55 (3), p.172-179 |
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| container_title | Theory into practice |
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| creator | Hoffman, James V. Duffy, Gerald G. |
| description | In this article, we explore the roots of thoughtfully adaptive teaching in reflection. Drawing on the conceptual work of Dewey and Schon, we examine reflective practice in teaching as a tool for resistance against institutional pressures to standardize teaching practices. We describe 2 programs of research related to this topic. One program of research is focused on teacher adaptations to practice in the classroom. The second program of research is focused on coaching teachers to develop strategies for thoughtfully adaptive teaching. We draw on the work of Janks around deconstruction and reconstruction for critical teaching practices. |
| doi_str_mv | 10.1080/00405841.2016.1173999 |
| format | Article |
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| ispartof | Theory into practice, 2016-07, Vol.55 (3), p.172-179 |
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| source | Jstor Complete Legacy; Education Source (EBSCOhost); EBSCOhost Business Source Complete |
| subjects | Adaptation Case Studies Class Activities Classroom management Classroom Techniques Deconstruction Educational Strategies Grounded Theory Inservice Teacher Education Observation Pedagogy Pilot Projects Preservice Teachers Reflection Reflective teaching Scoring Rubrics Teacher Education Teacher Education Programs Teacher Educators Teacher Effectiveness Teachers Teaching Teaching Methods |
| title | Does Thoughtfully Adaptive Teaching Actually Exist? A Challenge to Teacher Educators |
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