What is it about?
In recent years, substantial resources have been invested in researching and describing the enactment of “core practices” of teaching in teacher education. In this review of the literature, we examine more than 40 articles published between 2008 and August 2018 in an effort to determine how teacher educators using core practice approaches in their work with teacher candidates.
Featured Image
Photo by Jo Szczepanska on Unsplash
Why is it important?
The review of the literature presented here demonstrates two distinct approaches that teacher educators report in terms of introducing and preparing teacher candidates to enact core practices: a predesigned enactment approach and an open-design enactment approach. By Identifying these two approaches explicitly, we illuminate the decisions and actions of teacher educators in core-practice work. We demonstrate that the decisions teacher educators make in core-practice work are complex and nuanced, and require further description than heretofore available.
Perspectives
Read the Original
This page is a summary of: Contrast, Commonality, and a Call for Clarity: A Review of the Use of Core Practices in Teacher Education, Journal of Teacher Education, October 2019, SAGE Publications,
DOI: 10.1177/0022487119880162.
You can read the full text:
Contributors
The following have contributed to this page