Expanding adaptive teacher expertise in higher education: using breakdowns and repairs to reinterpret teachers’ improvisation as a sociomaterial practice
Hanlin Zhang, Martin Oliver, Allison Littlejohn, Jade Henry
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引用次数: 0
Abstract
This study explores adaptive teacher expertise in higher education, using heuristics of breakdown and repair from the sociology of knowledge to situate this concept in a sociomaterial exploration of classroom teaching practices and institutional environments. Data were collected through a four-month ethnographic research study including both observations and interview with university teachers in a Chinese university. It was coded and analysed to identify examples of breakdown and repair. This research shows that adaptive teacher expertise extends beyond responding to students; it also involves untangling tensions with the practices of the institute, which may lead to actions that could be regarded illegitimate.
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.