Combining the Development of Practice and the Practice of Development in Teacher Education
Bibliographic Data
| ID | 23317404 |
|---|---|
| Authors | Deborah Loewenberg Ball (0000-0002-0399-0316, University of Michigan), Laurie Sleep (University of Michigan), Timothy A Boerst (University of Michigan), Hyman Bass (0000-0002-5730-7164, University of Michigan) |
| Year | 2009 |
| Volume | 109 |
| Issue | 5 |
| Pages | 458-474 |
| Publication date | 2009-05-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Elementary School Journal (JOURNAL) |
| Journal identifiers | ISSN: 0013-5984 • E-ISSN: 1554-8279 |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/596996 |
| OpenAlex | W2114805206 |
| Language | EN |
| Citations received | 86 |
| References cited | 7 |
This article describes and analyzes a program of work in elementary mathematics teacher education at the University of Michigan that has, for a decade, been a site for the development of approaches to preparing beginning K–8 mathematics teachers that are both aimed at practice and centered in content. Among the products of this work are video records, instructional tasks, and assessments, as well as structures for collective work on our courses. These materials and ways of working comprise a collection of resources for both the systematic improvement of the knowledge base for teacher education and the professional development of teacher educators. This practice‐based approach to the development of both our courses and their instructors has enabled us to improve professional instruction and to build knowledge that is useful beyond a particular course or the individuals who work in it. We begin by discussing 2 central problems of teacher education that our group has tried to address and then describe the types of materials and ways of working that we have developed. We analyze the features of the professional curriculum produced from this work, relate them to the problems, and consider issues about transferability to contexts beyond our own.
Curriculum · Faculty Development · Knowledge base · Mathematics education · Pedagogy · Professional development · Teacher education · Teacher Preparation · Transferability · Work (physics) · Collaborative Teaching and Inclusion · Computer Science · Engineering · Mathematics Education and Teaching Techniques · Psychology · Teacher Education and Leadership Studies
Berufspraktische Studien und Schulpraktika
Diseño y validación de un cuestionario para evaluar oportunidades de práctica pedagógica, metacognición y «lifelong learning», brindadas por los programas de formación inicial docente
Physical education and fostering relationships
Implicaciones de la argumentación en el aula de matemáticas
Music Teacher Knowledge
Recruiting Effective Math Teachers
Future Perspectives in Educational Psychology
Learning and Pedagogy in Initial Teacher Preparation
Examining Classroom Science Practice Communities
Differential effects of three professional development models on teacher knowledge and student achievement in elementary science
Instructional Activities as a Tool for Teachers' and Teacher Educators' Learning
Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education
Classroom observation frameworks for studying instructional quality
Prospective Teachers’ Transfer of Moves for Eliciting Student Thinking from Literacy to Mathematics
Designing for Critical, Relational, Practice-Immersed Teacher Preparation
Five principles for high-quality mathematics teaching
Explicating the Value of Standardized Educational Achievement Data and a Protocol for Collaborative Analysis of This Data
Motives of Student Teachers in Academic Teacher Education for Secondary Education
Exploring core practices for dance educators
The paradoxes of practical research
Infusing Taoist Principles into Early Literacy Professional Learning
Ideological sensemaking in an elementary science professional development community
Towards a better understanding of psychological needs of student teachers during field experiences
Strong Equity
Engagement in high‐leverage science teaching practices among novice elementary teachers
Proposing a Framework to Center Justice in Ambitious Science Teaching
Approximating Teaching
Designing Research to Capture and Understand Variations in Higher Education in Prison
Eliciting and working with student thinking
The development of high leverage practices in environmental sustainability-focused service learning courses
Big moves to improve the quality of teacher education in China
Promoting high-leverage writing instruction through an early childhood classroom daily routine (WPI)
Learning through practice
Core practices in practice-based teacher education
Practice-Based Pedagogy in Mathematics and Science Teaching Methods
Learning to teach mathematics and to analyze teaching effectiveness
What matters for student learning outcomes
Intensive mentoring that contributes to change in beginning elementary teachers’ learning to lead classroom discussions
Preparing beginning teachers to elicit and interpret students' mathematical thinking
Coteachers’ huddles
Supporting children to construct evidence-based claims in science
Learning to foster autonomous motivation – Chilean novice teachers’ perspectives
Promoting preservice teachers’ facilitation of argumentation in mathematics and science through digital simulations
Teaching content in practice
Cut to the core practices
Exploring the development of core teaching practices in the context of inquiry-based science instruction
The emergence of moral, professional, and political geographies in a clinically simulated parent-teacher interaction
Using generic and content-specific teaching practices in teacher evaluation
Connecting the dots
Formative assessment practice progressions for teacher preparation
Proposing a core set of instructional practices and tools for teachers of science
Preservice Teachers’ Learning to Respond on the Basis of Children’s Mathematical Understanding
A Review of High‐Leverage Teaching Practices
Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice
Supporting African American Students’ Learning of Mathematics
Two Views of Culture and Their Implications for Mathematics Teaching and Learning
Transitioning From Master's Studies to the Classroom
A High‐Leverage Language Teaching Practice
The Implementation of High‐Leverage Teaching Practices
Different approaches, similar results
High‐leverage practices in action
Illuminating the Enactment of High-Leverage Teaching Practices in an Exemplary World Language Teaching Video Library
The Work of Steering Instruction Toward the Mathematical Point
Uncovering the Skills That Preservice Teachers Bring to Teacher Education
Creating Connectedness Through Being Known
Práticas Formativas Na Formação Inicial Docente
An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers' Classroom Practice
Formal and Informal Mentoring
Social Justice and Teacher Education
Scaling Up Three-Dimensional Science Learning Through Teacher-Led Study Groups Across a State
Learning Teaching in, from, and for Practice
Teacher Education
What Constitutes an "Opportunity to Learn" in Teacher Preparation
Teaching, Rather Than Teachers, As a Path Toward Improving Classroom Instruction
Core Pedagogy
The Three-Story Challenge
Mathematics Teachers' Knowledge, Networks, Practice, and Change in Instructional Visions
The Work of Teaching and the Challenge for Teacher Education
Beyond Comparisons of Online Versus Face-to-Face PD
Cacophony or Embarrassment of Riches
Preparing Cherokee Language Teachers
A Framework for Curriculum Literacy in Initial Teacher Preparation
Making Connections in Practice
Improving Teaching Does Improve Teachers
Coenseñanza entre docentes de matemáticas y de educación especial para promover la argumentación en el aula
One for All and All for One
| Unique citing works | 86 |
|---|---|
| Citations per year | 5,06 |
| Citation span | 2009 - 2026 (18) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 80 |