Adapting to change: preservice math teachers’ adaptive expertise through constructivist and socio-cognitive lenses

Abstract

This study explored the adaptive expertise of preservice mathematics teachers from both constructivist and socio-cognitive perspectives, employing a convergent parallel mixed methods design. The research involved 33 third- and fourth-year pre-service mathematics teachers enrolled in a Bachelor of Secondary Education program. Quantitative data were collected using an adapted Adaptive Expertise Scale and a Socio-Cognitive Interaction Inventory, while qualitative data were gathered through semi-structured interviews. Descriptive statistics, correlation analysis, regression analysis, and thematic analysis were used to analyze the data. The findings revealed that the participants generally exhibited high levels of adaptive expertise, particularly in reflective practice, metacognition, and problem-solving abilities. Notably, no statistically significant differences were observed between third- and fourth-year students. Significant positive relationships were identified between adaptive expertise and socio-cognitive factors such as mentoring, feedback, collaboration, and teacher beliefs regarding adaptability. Mentoring is the strongest predictor of adaptive expertise. Qualitative findings further indicated that inquiry-based learning, authentic teaching experiences, mentoring, and peer collaboration enhanced flexibility, reflection, and instructional responsiveness among teachers. The integrated findings suggest that adaptive expertise develops through the interaction of constructivist learning experiences and socio-cognitive support systems that promote reflective thinking, cognitive flexibility and professional growth. This study highlights the importance of integrating reflective, collaborative, and authentic learning opportunities into teacher education programmes to better prepare preservice mathematics teachers for diverse and changing classroom environments.