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Teacher Education Pedagogies
Using representations to see and analyze practice
These are pedagogies teacher educators can use to provide novice teachers with diverse examples of what teaching practice looks like in action.
Pedagogy

Using video to see and analyze practice

Pedagogy
Use video to help novices learn about teaching practice and analyze their teaching. This might include video from many different classrooms, as well as videos of novice teachers’ own practice.
Pedagogy

Using transcripts to see and analyze practice

Pedagogy
Use diverse transcripts to help novices learn about teaching practice and analyze their teaching. This might also include transcripts of novices’ own teaching interactions.

Teacher Education Pedagogies
Using approximations to practice practice
These are pedagogies teacher educators can use to engage novice teachers in simulating and otherwise trying out aspects of teaching practice inside the teacher education classroom.
Pedagogy

Using video to practice practice

Pedagogy
Use video to help novices practice critical parts of teaching practice.
Pedagogy

Using transcripts to practice practice

Pedagogy
Use transcripts of teaching or of children’s thinking to help novices practice critical parts of teaching practice.
Pedagogy

Coached rehearsals

Pedagogy
Use whole class or small group coached rehearsals during teacher education coursework to give novices opportunities to simulate and receive feedback on important parts of teaching practice.
Pedagogy

Peer run-throughs

Pedagogy
Use small group role-plays and other informal rehearsals with novice teachers to help them learn critical parts of teaching practice.
Pedagogy

Simulated student interactions

Pedagogy
Use simulated student interactions, in which the teacher educator typically plays the role of “student,” to help novice teachers learn to enact critical parts of teaching practice.

Teacher Education Pedagogies
Supporting novices to enact practice in the P-12 classroom
These are pedagogies teacher educators can use to give novice teachers opportunities to practice, get feedback, and integrate that feedback in the field.

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Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. (2009). Teaching practice: A cross-professional perspective. Teachers College Record111(9), 2055-2100.

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 Education64(5), 378-386.