Toward Adaptability: Where to from Here?

Abstract

In this article, the collection of articles in this issue are synthesized to discuss conceptualizations of adaptive teaching as a means to foster spaces for adaptive teaching in today's complex educational system. Themes that exist across this collection of articles include adaptive teachers as constructivists, adaptive teachers as knowledgeable professionals, adaptive teachers as reflective educators, and contexts that support teacher adaptations. These themes are discussed with implications for teachers, teacher educators, administrators, and other educational stakeholders. Finally, the discussion shifts its focus to discuss future directions.

Notes

Seth A. Parsons is at the College of Education and Human Development, George Mason University. Margaret Vaughn is at the Department of Curriculum and Instruction, University of Idaho.