From Teacher Learning to Adaptive Teaching: A Revolutionary Framework for Empowering Educators

One of the most difficult challenges in education is described as the problem of transfer; it refers to the gap between professional development for teachers and the practice of teaching in the classroom. Teacher Adaptive Learning Systems (TALS) have the potential of offering personalized professional learning through AI. However, TALS have yet to provide a basis for understanding how teacher adaptive learning informs adaptive teaching. This paper introduces the TALS-Adaptive Teaching Practice (TALS-ATP) framework, which intersects the cognitive, behavioral, perceptual and reflective learning pathways with the adaptive teaching core competencies of noticing, interpreting, responding, and adjusting. Drawing from a body of literature on teacher cognition, professional development, and educational technology, we argue that successful TALS will need to integrate these pathways in a multi-faceted manner to elevate teachers’ capacity for instructional responsiveness in the moment. Additionally, we argue that the framework responds to the transfer problem by creating multiple, flexible, professional learning and classroom practice link to, thereby, significantly transforming the potential design of TALS.Keywords: pedagogical content knowledge, artificial intelligence in education, educational technology, teacher professional development, teacher adaptive teaching, teacher learning