Year: 2025
Type: review
Study design: Systematic Review
Abstract: INTRODUCTION. This systematic review explores the concept of adaptive expertise in the context of kindergarten, primary and secondary education, aiming to identify key characteristics of adaptive expertise as well as how to foster its development. The ability of teachers to adjust their instructional strategies to meet novel and complex classroom situations while striking a balance between routine competency and innovative problem-solving is known as adaptive expertise. METHOD. A search of the Web of Science database, with a focus on studies published between 2012 and 2024, identified 112 studies, of which 28 met the inclusion criteria. The CASP (Critical Appraisal Skills Programme) checklist was used, and the review complied with PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) standards to guarantee an open and repeatable procedure for choosing and evaluating the research papers. RESULTS. According to the review, reflective practice, student-centered methods, flexibility, and creative problem-solving are traits of adaptive expertise. Practice-based pedagogies, reflective inquiry, mentorship, and creating environments that support experimentation and risk-taking are important approaches to developing adaptive expertise. DISCUSSION. According to the findings, teacher education programs should place a strong emphasis on giving instructors the chance to reflect, collaborate, and engage in iterative cycles of practice and feedback. It is also advised to incorporate digital technologies to promote innovation in teaching methods. According to the review’s findings, teachers must possess adaptive expertise in order to effectively respond to the diverse and changing students’ needs, in particular to support English language learners (ELL), promoting both efficiency in routine tasks and flexibility in new situations. Implications include better hiring procedures, teacher self-efficacy, professional development for subject content teachers teaching ELL students and staff retention.
Source: Bordón. Revista de pedagogía
Authors: Fleur Serriere, Prof. Linda Daniela
Institution: University of Latvia
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4414928009