This document discusses helping teachers become adaptive experts. It presents a framework for teacher learning that includes developing practices, having a vision, understanding content and pedagogy deeply, and cultivating beneficial dispositions. The framework acknowledges that learning to teach occurs within communities and invites examination of how different learning settings complement each other. It also explores how teacher educators can equip teachers with principles of learning to teach, like addressing the "apprenticeship of observation" teachers experience.

1. Helping Teachers Become
Adaptive Experts
By
Sarat Kumar Doley
PhD (ELE) Student
05/SH/PhD (ELE)/2012-2015/017
The English and Foreign Languages University
Shillong Campus, Shillong,
14th Nov,2012

2. Contents
Teachers as Adaptive Experts
Principles of Learning to Teach
A Framework for Teaching
Learning
Conclusion: implications for
Teacher Education

3. Teachers as Adaptive Experts
The development of adaptive
expertise provides an
appropriate gold standard for
becoming a professional

4. Dimensions of Expertise
There are two dimensions of expertise:
efficiency
and
 innovation

5. The efficiency dimension
involves greater abilities to perform
particular tasks without having to
devote too many attentional
resources to achieve them

6. The innovation dimension
involves moving beyond existing
routines and often requires
people to rethink key
ideas, practices, and even values

7. Relationship between the two
dimensions
The relationship of efficiency and innovation are
assumed to be-
 complementary at a global level
and
 antagonistic at a local level

8. Principles of Learning to Teach
“The apprenticeship of observation”
“the problem of enactment”
and
“the problem of complexity”

9. A Framework for Teacher Learning
Practices
developing
practicing, and enacting
a beginning repertoire
Vision
Understanding
images of the possible Tools
Deep knowledge of
[for example a set Conceptual and
content
of images of good practical resources for
,pedagogy, students
practice that inspire use
, and social contexts
and guide practice ]
Dispositions
Habits of thinking and
action regarding
teaching and children

10. Conclusion: Implications of this
framework for teacher education
This framework-
 takes into account the understanding that
learning to teach occurs within communities
 invites teacher educators to examine
complementarities of settings
and
helps us to think about how teacher educators
can equip teachers vis-a-vis the principles

11. Reference
• Hamerness,Karen et al (2007).How
Teachers Learn and Develop. In
Darling L. Hammond et al
(eds.).Preparing Teachers for a
Changing World: What Teachers
should Learn and Be able to Do .
Jossey-Bass.