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Reconceptualizing Teacher Adaptability: the Teacher Adaptive-Cognition Theory
Reconceptualizing Teacher Adaptability: the Teacher Adaptive-Cognition Theory
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151136
- ISBN
- 9798382302478
- DDC
- 370
- 저자명
- Hu, Ying.
- 서명/저자
- Reconceptualizing Teacher Adaptability: the Teacher Adaptive-Cognition Theory
- 발행사항
- [Sl] : Michigan State University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 130 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
- 주기사항
- Advisor: Spiro, Rand.
- 학위논문주기
- Thesis (Ph.D.)--Michigan State University, 2024.
- 초록/해제
- 요약The capacity of educators to dynamically adjust their thought processes and behaviors in response to the diverse needs and characteristics of students in an unfolding teaching situation is widely acknowledged as a cornerstone of effective teaching. While teachers' instructional adaptations have been documented and studied from various angles, the field lacks a robust theoretical framework that precisely distinguishes yet cohesively integrates teachers' cognitive processes and capabilities of adaptive teaching. Addressing this gap, this dissertation presents the Teacher Adaptive-Cognition Theory (TACT), an innovative theoretical framework that aims at providing a comprehensive and much-needed perspective on the cognitive complexity inherent in adaptive teaching. Formulated through a critical and extensive review of adaptive cognition within and beyond the field of teaching, the TACT model distinguishes among behavioral performance of adaptation, cognitive performance of adaptation, and cognitive readiness for adaptation. It posits that analyses of the cognitive processes and capabilities of adaptive teaching should be systematically contextualized within each other. Furthermore, the dissertation delves into the implications of the TACT model for both research and practical application within and beyond the realm of teacher adaptability. By providing this detailed, integrative framework, this dissertation aims to enhance the conceptual clarity needed to guide research in the study of the crucial skill of teacher adaptability in particular and adaptive expertise in general, as well as to foster the development of such skill.
- 일반주제명
- Educational psychology
- 일반주제명
- Education
- 일반주제명
- Teacher education
- 키워드
- decision-making
- 키워드
- noticing
- 키워드
- sense-making
- 기타저자
- Michigan State University Educational Psychology and Educational Technology - Doctor of Philosophy
- 기본자료저록
- Dissertations Abstracts International. 85-10A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211151136
■006m o d
■007cr#unu||||||||
■020 ▼a9798382302478
■035 ▼a(MiAaPQ)AAI31148413
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aHu, Ying.
■24510▼aReconceptualizing Teacher Adaptability: the Teacher Adaptive-Cognition Theory
■260 ▼a[Sl]▼bMichigan State University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a130 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-10, Section: A.
■500 ▼aAdvisor: Spiro, Rand.
■5021 ▼aThesis (Ph.D.)--Michigan State University, 2024.
■520 ▼aThe capacity of educators to dynamically adjust their thought processes and behaviors in response to the diverse needs and characteristics of students in an unfolding teaching situation is widely acknowledged as a cornerstone of effective teaching. While teachers' instructional adaptations have been documented and studied from various angles, the field lacks a robust theoretical framework that precisely distinguishes yet cohesively integrates teachers' cognitive processes and capabilities of adaptive teaching. Addressing this gap, this dissertation presents the Teacher Adaptive-Cognition Theory (TACT), an innovative theoretical framework that aims at providing a comprehensive and much-needed perspective on the cognitive complexity inherent in adaptive teaching. Formulated through a critical and extensive review of adaptive cognition within and beyond the field of teaching, the TACT model distinguishes among behavioral performance of adaptation, cognitive performance of adaptation, and cognitive readiness for adaptation. It posits that analyses of the cognitive processes and capabilities of adaptive teaching should be systematically contextualized within each other. Furthermore, the dissertation delves into the implications of the TACT model for both research and practical application within and beyond the realm of teacher adaptability. By providing this detailed, integrative framework, this dissertation aims to enhance the conceptual clarity needed to guide research in the study of the crucial skill of teacher adaptability in particular and adaptive expertise in general, as well as to foster the development of such skill.
■590 ▼aSchool code: 0128.
■650 4▼aEducational psychology
■650 4▼aEducation
■650 4▼aTeacher education
■653 ▼aadaptive cognition
■653 ▼aCognitive Flexibility Theory
■653 ▼adecision-making
■653 ▼anoticing
■653 ▼asense-making
■653 ▼ateacher adaptability
■690 ▼a0525
■690 ▼a0515
■690 ▼a0530
■71020▼aMichigan State University▼bEducational Psychology and Educational Technology - Doctor of Philosophy.
■7730 ▼tDissertations Abstracts International▼g85-10A.
■790 ▼a0128
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17160917▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
