The role of core practices, critical thinking and communication skills in the development of teacher adaptive expertise

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dc.catalogadorgjm
dc.contributor.authorGarcía, Rosario
dc.contributor.authorMeneses, Alejandra
dc.contributor.authorVeas, María Graciela
dc.contributor.authorAlvares, Danilo
dc.contributor.authorArriagada Anabalón, Silvana Belén
dc.contributor.authorNussbaum Voehl, Miguel
dc.date.accessioned2025-09-25T15:48:39Z
dc.date.available2025-09-25T15:48:39Z
dc.date.issued2025
dc.description.abstractGlobal 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.
dc.fechaingreso.objetodigital2025-09-25
dc.format.extent20 páginas
dc.fuente.origenORCID
dc.identifier.doi10.1080/1475939X.2025.2553581
dc.identifier.urihttps://doi.org/10.1080/1475939X.2025.2553581
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/105758
dc.information.autorucEscuela de Ingeniería; Nussbaum Voehl, Miguel; 0000-0001-5617-5983; 99303
dc.information.autorucFacultad de Educación; Meneses, Alejandra; 0000-0002-6563-5117; 16566
dc.information.autorucFacultad de Letras; Arriagada Anabalón, Silvana Belén; S/I; 220458
dc.language.isoen
dc.nota.accesocontenido completo
dc.revistaTechnology, Pedagogy and Education
dc.rightsacceso abierto
dc.rights.licenseCC BY 4.0 Attribution 4.0 International
dc.rights.urihttp://creativecommons.org/licenses/by/4.0
dc.subjectAdaptive expertise
dc.subjectCorepractices
dc.subjectCritical thinking
dc.subjectPractice-based teacher education
dc.subjectTwenty-first-century skills
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleThe role of core practices, critical thinking and communication skills in the development of teacher adaptive expertise
dc.typeartículo
sipa.codpersvinculados99303
sipa.codpersvinculados16566
sipa.codpersvinculados220458
sipa.trazabilidadORCID;2025-09-22
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