Developing Pre-service Teachers' Adaptive Expertise Through STEM-CT Integration in Professional Development and Residency Placements
Renee M. Moran- 1East Tennessee State University, United States
This paper focuses on how one innovative teacher education model, that included a unique residency model and the integration of computational thinking and digital teaching and learning in elementary classrooms, supported the development of adaptive expertise in pre-service teacher education programs. The theoretical frame applied in this study is adaptive expertise through the lens of sociocultural theory, and it employs tenets of ethnographic research procedure as methodology. Data demonstrated that the model provided pre-service teachers with a rigorous setting that allowed for practice of routine expertise as well as adaptive expertise. Additionally, analysis pointed to balancing efficiency and innovation and mentor-mentee collaboration as key components of the development of adaptive expertise in pre-service teachers.
Keywords: adaptive expertise, pre-service teachers, qualitative research, Professional Development, integration, Teacher Education, Elementary education
Received: 26 Jul 2023;
Accepted: 25 Sep 2023.
Copyright: © 2023 Moran, Robertson, Tai, Ward and Price. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Dr. Renee M. Moran, East Tennessee State University, Johnson City, United States