The role of core practices, critical thinking and communication skills in the development of teacher adaptive expertise
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Date
2025
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Abstract
Global change and uncertainty underscore the necessity of equipping pre-service teachers with twenty-first-century skills. There is a lack of empirical studies demonstrating how these skills contribute to pre-service teachers mastering core practices. This study designed and implemented a learning sequence aimed at developing pre-service teachers’ adaptive expertise through the core practice of instructional explanations along with the development of pedagogical reasoning. The study involved 71 future teachers, producing explanatory videos for elementary school students. ANOVA analyses reveal significant changes in mastery of this core practice, along with enhanced critical thinking and communication skills related to noticing and enacting tasks. Regression models indicated that the critical thinking performance demonstrated on the final task predicted the teacher’s skill in noticing the core practice; however, no significant predictors were identified for the enacting task. The study proposes a framework that integrates practice-based teacher education with twenty-first-century skills to promote adaptive expertise.
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Keywords
Adaptive expertise, Corepractices, Critical thinking, Practice-based teacher education, Twenty-first-century skills