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

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.