Core Practices and Pedagogies of Teacher Education: A Call for a Common Language and Collective Activity (original) (raw)
Related papers
Core Practices and Pedagogies of Teacher Education
Journal of Teacher Education, 2013
Currently, the field of teacher education is undergoing a major shift—a turn away from a predominant focus on specifying the necessary knowledge for teaching toward specifying teaching practices that entail knowledge and doing. In this article, the authors suggest that current work on K-12 core teaching practices has the potential to shift teacher education toward the practice of teaching. However, the authors argue that to realize this vision we must reimagine not only the curriculum for learning to teach but also the pedagogy of teacher education. We present one example of what we mean by reimagined teacher education pedagogy by offering a framework through which to conceptualize the preparation of teachers organized around core practices. From our perspectives, this framework could be the backbone of a larger research and development agenda aimed at engaging teachers and teacher educators in systematic knowledge generation regarding ambitious teaching and teacher education pedago...
The Turn Once Again Toward Practice-Based Teacher Education
Journal of Teacher Education, 2012
ABSTRACT Current work to identify the core teaching practices that should be included in teacher education curriculum is a part of a long-standing tradition of reform in American teacher education. This article situates the proposals of Hiebert and Morris and the contemporary work to which it is linked within this historical tradition and identifies several issues that need to be addressed by this current work. These include the task of developing a system that unlike performance-based systems in the past is evidence-based, manageable, and sustainable, and that does not ignore important aspects of good teaching.
Reading …, 2004
This article describes a study that examined the role that theory and practice play in the preparation of new teachers. It presents multilayered observational, anecdotal, and performance data relating to a group of undergraduate "interns" in an elementary teacher education program in an urban location in the United States. These data lend support to the hypothesis that a new teacher's understanding of the relationship between theory and practice influences the way she positions herself as a professional, the stance she takes in developing curriculum, and whether she comes to see herself as a change agent who can make a difference in the lives of children. Observational data obtained for four interns during their student teaching experience and two years later when they were teaching on their own are presented. The authors conclude that education is theory all the way down, and that teacher educators have a particular obligation to address theoretical issues in their work with future teachers.
Experts at Being Novices: What New Teachers Can Add to Practice-based Teacher Education Efforts
Action in Teacher Education, 2019
Understood as one approach to enacting a practice-based pedagogy of teacher education, core practices (CPs) have in the last decade become part of the discussion in general teacher education, and within particular content areas. CPs are viewed as practices that are essential to student learning and critical to novice teachers' (NTs') early career success. However, while these pedagogies may serve as an important scaffold to NT learning, their impact on NT practice is still mostly unknown, and efforts to develop practice-based pedagogies have largely been led by researchers, with little direct involvement by PK-12 practitioners. In this paper, we argue that more intentional and purposeful involvement of NTs in the development, selection, and refinement of CPs generates greater potential to support NT practice. Drawing upon observations of NT practice, interviews, and transcripts from meetings of our collaborative team of NTs and teacher educators, we illustrate how engaging NTs as knower-learners can contribute to the development of more responsive pedagogies of teacher education.
This article describes how a secondary teacher education program at a midsized university made the turn toward a practice-based program in teacher education. The authors argue that efforts to recenter the program around practices have not only improved opportunities for novice teachers, but also have provided teacher educators a programmatic framework for making substantive progress toward three attributes of quality teacher education: increased collaboration between teacher educators, greater coherence between courses and experiences, and improved legitimacy of university-based teacher education. The authors detail specific components of this program reform and explain how such efforts have resulted in valuable gains across each attribute. The authors also explain how they implemented these programmatic changes largely within existing course and field-experience structures, and without substantive new infusions of personnel or funding.
Where Do We Start? Initiating a Practice-Based Teacher Education Program
Proceedings of the 2019 AERA Annual Meeting
In recent years, there has been renewed interest in practice-based teacher education around the enactment of high leverage practices. However, there is little research detailing the perceptions of faculty members who must implement such programmatic shifts. Furthermore, researchers and educators alike continually call for a consistent language in teacher education. This qualitative study analyzed surveys from 13 faculty and staff members, and included interview data from seven of these participants to understand better teacher educators' beliefs and prior work related to this line of inquiry. Initial results suggest that despite practical concerns, participants were optimistic about high leverage practices. Furthermore, in contrast to deficiency narratives about teacher education, participants articulated sophisticated teacher preparation methods along these lines. Participants also desired programmatic coherence. Implications for this study are that program revisions to acquire programmatic change should emanate from a bottom-up process that honors the work faculty members are already doing.
Not Just for Novices: The Programmatic Impact of Practice-Based Teacher Education
Action in teacher education, 2018
This article describes how a secondary teacher education program at a midsized university made the turn toward a practice-based program in teacher education. The authors argue that efforts to recenter the program around practices have not only improved opportunities for novice teachers, but also have provided teacher educators a programmatic framework for making substantive progress toward three attributes of quality teacher education: increased collaboration between teacher educators, greater coherence between courses and experiences, and improved legitimacy of university-based teacher education. The authors detail specific components of this program reform and explain how such efforts have resulted in valuable gains across each attribute. The authors also explain how they implemented these programmatic changes largely within existing course and field-experience structures, and without substantive new infusions of personnel or funding.
Practice-based teacher education
Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality, 2019
How to train future teachers to face the complexity of teaching? The practice-based teacher education approach is recent; the research associated with this approach provides information that may be of value for future research and empirical studies in this area. The objective of this article is to analyze the evidence published in the 2015-2019 period regarding practice-based teacher education, to identify publications on the subject that can contribute to other studies or experiences. As a method, a systematic mapping of the literature was used. The findings show that it is a relevant field in practice-based teacher education studies; those who investigate in this area are mostly from English-speaking countries; the context of the studies is in initial teacher education and the main topics addressed are experiences of implementation of practice-based programs, core practices, and high leverage practices. This review provides a framework for identifying challenges and contexts of less influence, such as the evaluation of learning in this approach, as well as establishing a database of studies in practice-based teacher education to support future research. CCS CONCEPTS Social and professional topics → User characteristics → Cultural characteristics.