This longitudinal case study explores the adaptation process of an experienced English as a foreign language (EFL) teacher in a volunteer teaching environment. The primary objective is to identify the characteristics of language teacher adaptive expertise and the potential factors influencing its development. Data were collected through 75 teacher reflective journal entries, two semistructured interviews, students’ works, and relevant teaching materials. Data analysis followed the 6-step approach of thematic analysis. The findings of the study have been translated into a model for the development of adaptive expertise. This model accentuates individual and institutional characteristics as basis factors. Moreover, the model emphasizes continuous learning and student nurturing (i.e., how teachers can draw inspiration and strength from students’ performance and progress) as process factors. Implications of the study include strategies for organizing group reflection in large classes and teachers’ contribution to and benefits from community building. In addition, this study identifies some practical strategies for teacher–AI collaboration.
Xiaomei Sun (Tue,) studied this question.