The Turn Once Again Toward Practice-Based Teacher Education
Bibliographic Data
| ID | 4309002 |
|---|---|
| Authors | Ken Zeichner (University of Washington, Seattle, USA, corresponding author) |
| Year | 2012 |
| Volume | 63 |
| Issue | 5 |
| Pages | 376-382 |
| Publication date | 2012-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487112445789 |
| OpenAlex | W1970970483 |
| Language | EN |
| Citations received | 166 |
| References cited | 15 |
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
Curriculum · Economics · Engineering ethics · Management · Mathematics education · Pedagogy · Political science · Sociology · Task (project management) · Teacher education · Teaching method · Work (physics) · Collaborative Teaching and Inclusion · Educator Training and Historical Pedagogy · Engineering · Psychology · Teacher Education and Leadership Studies
It Doesn’t Feel Like a Natural Fit”
Breaking the Mold
The Role of Practice in Teacher Education for Democratic Citizenship
Teaching Practices Grounded in Foundational Knowledge, Visions, and Contexts
Designing for Critical, Relational, Practice-Immersed Teacher Preparation
Training, Technique, and Automaticity
Co/Sense-making and Conflict
What students need and what teachers deliver
Assessing the impact of hybrid school visits in initial teacher education
“Breaking Good”
Formação de professores
Empowering Pre-Service Teachers to Adapt Curriculum for Better Climate Change Education Using an Inquiry-Based Activity Template
Supporting experts to develop experts
Building reliable teacher education systems
Preservice Teachers’ Implicit and Explicit Attitudes Towards Teaching and Learning
The impact of mentor support and high-quality connections on student teachers’ psychological safety and engagement during practicum
The goals of the school-based experience (practicum) in pre-service teacher education
Witnessing well-being in action
Developing Micro-Teaching with a Focus on Core Practices
Preparing Pre-Service Teachers for Family Engagement
The Study of Core Practices in Support of More Ambitious Teacher Training
Learning the Practice from the Practice
Real Talk
Academic well-being profiles of pre-service teachers
Improving preservice teachers’ use of instructional practices using mixed reality simulations
An online field experience using mixed reality virtual simulation
Learning in, and from, practice-based professional development initiatives in Ecec
Does a teacher need authority to teach students self-direction? Reflections on embracing a paradox
Connecting inquiry and Universal Design for Learning (UDL) to teacher candidates’ emerging practice
The social justice core practices of Dane County, Wisconsin educators
A mixed reality simulation offers strategic practice for pre-service teachers
Development and implementation of a generative artificial intelligence-enhanced simulation to enhance problem-solving skills for pre-service teachers
Teacher education research, policy and practice
A practice turn in teacher education in Turkey
‘Come to a screeching halt’
Professionalism and teacher education in Australia and England
Professionalism in teaching and the role of teacher education
Teaching to teach civics in fragile times
Competing practice-based mentoring frameworks for student-teachers
Three professional ideals
Towards a better understanding of psychological needs of student teachers during field experiences
‘I know I am caring’
Developing research literacy in teacher education
Examining future-oriented discourse within reflective narratives as professional identity development for student teachers
Forcing quality without substance
Equitable Teaching and the Core Practice Movement
Strong Equity
Leveraging the Power of Play in Rehearsals
“When Things Get Messy”
In Search of Deliberate Practice
Teaching Synchronous-Service Teachers
Opportunities to Study, Practice, and Rehearse Teaching in Teacher Preparation
Examining pre‐service teachers' teaching anxiety during student teaching
A Call for the Collective Development of Practices and Tools to Support Culturally and Critically Ambitious Teacher Education
Approximating Teaching
Thematic and Temporal Patterns in Mathematics Teacher Educator Research
The Role of Language Teacher Metacognition and Executive Function in Exemplary Classroom Practice
Beyond a seat at the table
Strengthening and Sustaining University Teacher Preparation Through Residencies
University-School Divide
Voices of student teachers' professional agency at the intersection of theory and practice
Teacher educators’ critical language awareness
Aligning with Practice
Illuminating Chinese EFL student teachers’ paradoxical perceptions of theory learning experiences
Sara’s story
The development of high leverage practices in environmental sustainability-focused service learning courses
Competence Measurement in (Mathematics) Teacher Education and Beyond
Justice, practice and the ‘Real World’
Developing Situated Measures of Science Instruction Through an Innovative Electronic Portfolio App for Mobile Devices
Professional Learning and the Canadian Journal of Science, Mathematics and Technology Education
Intro to What? Interrogating Introduction to Music Education Courses
Negotiating a common language and shared understanding about core practices
Teachers’ emotional experiences in professional development
School administrators and university practicum supervisors as boundary brokers for initial teacher education in Chile
Practicing inquiry
Changes in noticing multiple dimensions in classroom situations among pre-service mathematics teachers
Initial teacher education
Am I doing it wrong?” critically examining mediation in lesson rehearsal
Promoting the development of teacher professional knowledge
Coteachers’ huddles
Prospective teachers development of adaptive expertise
Conceptualizing the work of facilitating practice-embedded teacher learning
An investigation of supporting teacher learning in the context of a common decomposition for leading mathematics discussions
Putting the purpose in practice
Noticing structural inequities in classroom discussions
From rote to reasoned
Practice-based coaching for project-based teaching
A framework for approximations of practice
School-based teacher educators’ professional identity and professional needs
Learning to let go
Promoting preservice teachers’ facilitation of argumentation in mathematics and science through digital simulations
A set of effective mentoring standards. A theoretically and empirically-driven framework
Connecting the dots
Teaching content in practice
Teaching to discuss controversial public issues in fragile times
Cut to the core practices
What if … ? Exploring thought experiments and non-rehearsing teachers’ development of adaptive expertise in rehearsal debriefs
Effects of professional development on the quality of teaching
Facilitating decomposition and recomposition in practice-based teacher education
The emergence of moral, professional, and political geographies in a clinically simulated parent-teacher interaction
Instructional Activities as a Tool for Teachers' and Teacher Educators' Learning
Ambitious Pedagogy by Novice Teachers
Traditions of practice in U.S. preservice teacher education programs
Guest Editor' Introduction
The shame of American education
Performance-based Teacher Education
Teacher Education
The Work of Teaching and the Challenge for Teacher Education
Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education
| Unique citing works | 166 |
|---|---|
| Citations per year | 11,86 |
| Citation span | 2012 - 2026 (15) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 166 |