References and relevant readings
Austin & Thompson (2014). Examining the evidence: Seven strategies for teaching with primary sources. Minnesota: Maupin Press.
Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American educator, 15(3), 6-11.
Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educating other peoples’ children. Harvard Educational Review, 58(3), 280-298.
Fillpot, E. (2012). Historical thinking in the third grade. The Social Studies, 103(5), 206-217
Grossman, P. (2018). Teaching core practices in teacher education. Cambridge: Harvard Education Press.
Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Turrou, A. C., Beasley, H., Cunard, A., & Crowe, K. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 64(3), 226-243.
McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 64(5), 378-386.
Reisman, A., & Wineburg, S. (2008). Teaching the skill of contextualizing in history. The Social Studies, 99(5), 202-207.
Teacher Education by Design. (2014). University of Washington College of Education.
Wineburg, S. (2001). Historical thinking and other unnatural acts. Philadelphia: Temple University Press.
Wineburg, S., Martin, D., & Monte-Sano, C. (2011). Reading like a historian. New York: Teachers College Press.