Academic Journal
Supporting experts to develop experts: identifying critical components of mental simulations as a tool for teacher professional learning.
| Τίτλος: | Supporting experts to develop experts: identifying critical components of mental simulations as a tool for teacher professional learning. |
|---|---|
| Συγγραφείς: | Walsh, Marguerite E., Matsumura, Lindsay Clare, Schunn, Christian D., Zook-Howell, Dena |
| Πηγή: | Frontiers in Education; 2025, p1-18, 18p |
| Θεματικοί όροι: | Teacher development, Educational coaching, Pedagogical content knowledge, Case method (Teaching), Educators, Reflective learning, Thought experiments |
| Περίληψη: | Adaptive expertise is central to teachers' ability to facilitate ambitious, "student-centered" instruction in K-12 classrooms. Teachers are supported to develop adaptive expertise when they are provided opportunities to build their pedagogical knowledge and reasoning skills in authentic, "practice-based" professional learning contexts. In this article, we illustrate in depth how one empirically supported routine, Mental Simulations for Teacher Reflection (MSTR), can facilitate this learning in a video-based instructional coaching context. Using case study analytic techniques, we specifically identify the finer-grain subcomponents involved in an expert-facilitated MSTR routine and show how they are orchestrated using an illustrative vignette of a post-lesson reflective coaching conversation. We also provide a detailed description of the theoretical and empirical foundations of MSTR as a routine for developing adaptive teaching expertise. By elucidating and unpacking the detailed processes that underlie robust enactment of MSTR, we contribute insights that can help advance more consistent and high-quality teacher learning in similar kinds of reflection-based learning contexts. [ABSTRACT FROM AUTHOR] |
| Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Βάση Δεδομένων: | Complementary Index |
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| Items | – Name: Title Label: Title Group: Ti Data: Supporting experts to develop experts: identifying critical components of mental simulations as a tool for teacher professional learning. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Walsh%2C+Marguerite+E%2E%22">Walsh, Marguerite E.</searchLink><br /><searchLink fieldCode="AR" term="%22Matsumura%2C+Lindsay+Clare%22">Matsumura, Lindsay Clare</searchLink><br /><searchLink fieldCode="AR" term="%22Schunn%2C+Christian+D%2E%22">Schunn, Christian D.</searchLink><br /><searchLink fieldCode="AR" term="%22Zook-Howell%2C+Dena%22">Zook-Howell, Dena</searchLink> – Name: TitleSource Label: Source Group: Src Data: Frontiers in Education; 2025, p1-18, 18p – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+coaching%22">Educational coaching</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+content+knowledge%22">Pedagogical content knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Case+method+%28Teaching%29%22">Case method (Teaching)</searchLink><br /><searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Reflective+learning%22">Reflective learning</searchLink><br /><searchLink fieldCode="DE" term="%22Thought+experiments%22">Thought experiments</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Adaptive expertise is central to teachers' ability to facilitate ambitious, "student-centered" instruction in K-12 classrooms. Teachers are supported to develop adaptive expertise when they are provided opportunities to build their pedagogical knowledge and reasoning skills in authentic, "practice-based" professional learning contexts. In this article, we illustrate in depth how one empirically supported routine, Mental Simulations for Teacher Reflection (MSTR), can facilitate this learning in a video-based instructional coaching context. Using case study analytic techniques, we specifically identify the finer-grain subcomponents involved in an expert-facilitated MSTR routine and show how they are orchestrated using an illustrative vignette of a post-lesson reflective coaching conversation. We also provide a detailed description of the theoretical and empirical foundations of MSTR as a routine for developing adaptive teaching expertise. By elucidating and unpacking the detailed processes that underlie robust enactment of MSTR, we contribute insights that can help advance more consistent and high-quality teacher learning in similar kinds of reflection-based learning contexts. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Group: Ab Data: <i>Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3389/feduc.2025.1640545 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 1 Subjects: – SubjectFull: Teacher development Type: general – SubjectFull: Educational coaching Type: general – SubjectFull: Pedagogical content knowledge Type: general – SubjectFull: Case method (Teaching) Type: general – SubjectFull: Educators Type: general – SubjectFull: Reflective learning Type: general – SubjectFull: Thought experiments Type: general Titles: – TitleFull: Supporting experts to develop experts: identifying critical components of mental simulations as a tool for teacher professional learning. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Walsh, Marguerite E. – PersonEntity: Name: NameFull: Matsumura, Lindsay Clare – PersonEntity: Name: NameFull: Schunn, Christian D. – PersonEntity: Name: NameFull: Zook-Howell, Dena IsPartOfRelationships: – BibEntity: Dates: – D: 18 M: 12 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 2504284X Titles: – TitleFull: Frontiers in Education Type: main |
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