The companion paper develops a notion of‘adaptive expertise’as the hallmark
of a professional teacher. Timperley ( 2013 ) remarks:
Much traditional teacher education literature has been based on models in which the teacher
progresses from novice to routine expert (Dreyfus & Dreyfus, 1986), not adaptive expert.
Although not mutually exclusive, routine and adaptive expert models represent funda-
mentally different views of what it means to be professional.Routine expert models emphasis practice and procedural efficiency whereas adap-
tive expert models recognise great complexity in professional identity, school
interactions and relationships, and in the teaching and learning that emerges in the
co-construction of knowledge and joint identification of learning that reflects earlier
work on teacher professional learning and development including best evidence
synthesis. Timperley et al. ( 2007 ) identify a set offive principles: (1) Develop
knowledge of practice by actively constructing conceptual frameworks; (2) Build
formal theories of practice by engaging everyday theories; (3) Promote metacog-
nition and self-regulated learning; (4) Integrate cognition, emotion, and motivation;
(5) Situate learning in carefully constructed learning communities.
Timperley ( 2013 ) identifies and discusses the kinds of teacher education expe-
riences that capture and endorse the vision of the inquiry-base model called
‘Teaching for the Better’that is structured around six inquiry elements: deciding on
learning priorities; deciding on teaching strategies; enacting teaching strategies;
examining impact; deciding on and actioning professional learning priorities; cri-
tiquing the education system. These inquiries are guided by a set of elements
designed to strengthen the quality of inquiry and practice:
- education’s body of knowledgeabout all learners, learning, society and culture,
content, pedagogy, content pedagogy, curriculum and assessment andknowl-
edgeofte reo me ona tikanga - cultural, intellectual, critical, relational and technical competenciesand, in
particular, the cultural competencies outlined inTātaiako, namely:wānanga,
whanaungatanga, manaakitanga, tangata whenuatanga and ako - dispositionsof open-mindedness, fallibility, discernment and agency
- ethical principlesand commitment to learners, families/whānau, the profession
and society - commitment tosocial justiceby challenging racism, inequity, deficit thinking,
disparity and injustice (Fig.1.2).
In 2013 the Ministry selected Universities of Auckland, Waikato and Otago as
preferred providers of ITE for exemplary postgraduate programmes to start in 2014.
These programmes are deemed to differ in approach from the clinical
practice/practicum components of teaching providing a much more integrated and
collaborative approach between the ITE provider and the school. This is a Ministry
initiative to improve the expertise of graduating teachers and to strengthen their
practice as part of the Government’s Quality Teaching Agenda. A recent report of
the New Zealand Council of Deans of Education ( 2016 ) has endorsed the model of
adaptive expertise and maintained that universities should be accountable for
1 A Companion to Research in Teacher Education 11