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• W2183006806 abstract "In an era of accountability, teachers must be prepared to adapt to the variability they encounter in today’s classrooms. Instead of knowing only routine responses to the challenges of practice, teachers need a repertoire that is characterized by adaptive expertise. Preservice preparation can foster teacher candidates’ adaptive expertise through the use of ePortfolios as web-based learning communities built upon reflection and feedback. This article reviews the literature on adaptive expertise and uses a learning-to-teach-in-community framework to explain the value of ePortfolios for supporting the development of adaptive expertise. Further, a design and evaluation plan is presented for an ePortfolio-based learning community in which special education teacher candidates practice the skills and dispositions necessary for adaptive expertise through reflection prompts that are based on real-world classroom cases and receive feedback from program faculty and practicing special educators. Today’s teachers face not only common challenges in learning to teach, but a profession filled with variability and changing instructional contexts. For special education teachers, variability is an expected part of practice due to the nature of providing individualized services for children with disabilities. However, special educators face additional challenges in their traditional pedagogical roles, as well as their new roles in collaborative teaching, that require instruction and assessment in multiple content areas, new professional partnerships (Billingsley, Griffin, Smith, Kamman, & Israel, 2009), and the demand to continually adapt instructional and assessment strategies to reflect emerging evidence-based practices (Brownell, Sindelar, Kiely, & Danielson, 2010). Considering the persistent problem of teacher attrition in special education (Billingsley, 2004; Boe & Cook, 2006) and the current educational climate, which emphasizes the importance of special education teacher quality (Council for Exceptional Children, 2012), it is imperative that aspiring special educators be prepared to adapt to the variability and challenges they inevitably will face in practice. Special educators need to be prepared with critical metacognitive and cognitive skills and dispositions that will help them persist in the field and achieve positive outcomes for their students. To support these critical outcomes of special educator preparation, this paper offers a framework for using ePortfolios as a web-based learning community platform for engaging teacher candidates in ongoing reflection and feedback with experienced educators in order to promote candidate development of adaptive expertise. First, we review the literature on adaptive expertise, including key dispositions and metacognitive and cognitive skills, through a lens of relevance for teacher preparation. Next, we discuss the ePortfolio as a tool to support a web-based learning community for promoting teacher candidates’ development of adaptive expertise through reflection and feedback. Finally, we articulate the design and evaluation plan for an ePortfolio-based learning community in which special education teacher candidates practice the skills and dispositions for adaptive expertise through reflection prompts based on real-world classroom cases and receive feedback from program faculty and practicing special educators." @default.
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• W2183006806 date "2013-01-01" @default.
• W2183006806 modified "2023-09-28" @default.
• W2183006806 title "ePortfolios: Promoting Special Educator Adaptive Expertise through Reflection in a Web-Based Learning Community." @default.
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