Assessing science teachers’ adaptive expertise in teaching disciplinary literacy using the AEDLi Framework

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-03-13 DOI:10.1016/j.tate.2025.104999

Poh Ling Linda Tay , Lay Hoon Seah , Terence Titus Chia

引用次数: 0

Abstract

This paper presents the development and use of a novel classroom observation framework for assessing science teachers' disciplinary literacy instruction from the adaptive expertise perspective. Driven by the need to integrate literacy and content instruction, the framework was developed using video and transcript data from lessons taught by 14 primary and secondary science teachers in Singapore. Teachers’ actions in agenda setting, activity design and discursive support were evaluated using these dimensions of adaptive expertise: flexibility, alignment, explicitness, strategic use and adequacy. Several observations and implications on teacher professional development and research were obtained from the use of the framework.

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使用AEDLi框架评估科学教师在学科素养教学中的适应性专业知识

本文提出了一种新的课堂观察框架，从适应性专业知识的角度来评估科学教师的学科素养教学。在整合扫盲和内容教学的需要的推动下，该框架是利用新加坡14名中小学科学教师所教课程的视频和文字记录数据开发的。教师在议程设置、活动设计和话语支持方面的行动使用适应性专业知识的这些维度进行评估：灵活性、一致性、明确性、战略性使用和充分性。通过使用该框架，我们获得了对教师专业发展和研究的几点观察和启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.