Teaching core practices in teacher education
Author(s)
Bibliographic Information
Teaching core practices in teacher education
（Core practices in education series）
Harvard Education Press, c2018
- : pbk
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Note
Includes index
Contents of Works
- The turn towards practice teacher education : introduction to the work of the core practice consortium / Pam Grossman, Sarah Schneider Kavanagh, and Christopher G. Pupik Dean
- Use of representations in teacher education / Katie A. Danielson, Meghan Shaughnessy, and Lightning Peter Jay
- Modeling as an example of representation / Sarah McGrew, Chandra L. Alston, and Brad Fogo
- Approximations of practice in teacher education / Kristine M. Schutz, Pam Grossman, and Meghan Shaughnessy
- Rehearsals as examples of approximation / Megan Kelley-Petersen ... [et al.]
- Core practices and the teacher education curriculum : stories of practice / Ashley Cartun ... [et al.]
- Taking core practices to the field / Andrea Bien ... [et al.]
- Coda : learning together / Katie A. Danielson, Sarah Schneider Kavanagh, and Elham Kazemi
Description and Table of Contents
Description
In Teaching Core Practices in Teacher Education, Pam Grossman and her colleagues advocate an approach to practice-based teacher education that identifies “core practices” of teaching and supports novice teachers in learning how to enact them competently. Examples of core practices include facilitating whole-class discussion, eliciting student thinking, and maintaining classroom norms. The contributors argue that teacher education needs to do more to help teachers master these professional skills, rather than simply emphasizing content knowledge.
Teaching Core Practices in Teacher Education outlines a series of pedagogies that teacher educators can use to help preservice students develop these teaching skills. Pedagogies include representations of practice (ways to show what this skill looks like and break it down into its component parts) and approximations of practice (the ways preservice teachers can try these skills out as they learn). Vignettes throughout the book illustrate how core practices can be incorporated into the teacher education curriculum.
The book draws on the work of a consortium of teacher educators from thirteen universities devoted to describing and enacting pedagogies to help novice teachers develop these core practices in support of ambitious and equitable instruction. Their aim is to support teacher educator learning across institutions, content domains, and grade levels. The book also addresses efforts to support teacher learning outside formal teacher education programs.
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