This study explores conceptual links between practice-based teacher education and adaptive expertise, drawing on constructs of teacher noticing and position. We specifically examined debrief discussions following rehearsals, focusing on the experiences of non-rehearsing teachers (NRTs) who participate in rehearsals as students. We propose an emergent model of how debriefs can support NRTs’ development of adaptive expertise, through qualitative analysis of debriefs with secondary mathematics teachers. Debriefs provided opportunities for NRTs to socially construct adaptive expertise through making their experiences public and considering implications for teaching. We discuss ways debriefs contribute to the co-construction of adaptive expertise in practice-based teacher education.
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- Adaptive expertise
- Practice-based teacher education
- Secondary mathematics teacher professional development
- Teacher learning
- Teacher noticing