Promoting Adaptive Expertise

Abstract

Special educators face numerous challenges as their roles change, evidence-based practices increase, educational priorities shift, and accountability grows. How can teacher education for special educators prepare candidates for the realities of practice and promote professional commitment to continuous learning? This article reviews the literature on adaptive expertise, proposes a conceptual framework, and presents implications for special educator preparation to promote cognitive and metacognitve skills and adaptive dispositions that are critical to professional growth and effectiveness.

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