Redefining teaching, re-imagining teacher education

“At this point, we do not yet have a welldeveloped framework for parsing teaching (c.f. Grossman & McDonald, 2008).”

“Similarly, when asked to prepare teachers more effectively to work with English language learners a typical program response is to add a course (Lucas, Villegas, & Freeson‐Gonzalez, 2008 ).”

“…published research that well-developed school–university teams who have mutual respect and open communication among members from all agencies are critical for implementation of online educator preparation programs and the development of candidates (Darling-Hammond, 2010; Grossman et al., 2009).”

“The CMO 30 s.2004 specifies the policies and competency standards for undergraduate teacher education curriculum, which prescribes the foundational and methods courses (Grossman, Hammerness & McDonald, 2009) in two major categories: theories and concepts; and, methods and strategies.”

“While some research suggests that mandating specific kinds of classroom practice is beneficial for student outcomes (Fryer and Dobbie 2011; Grossman, Hammerness, and McDonald 2009), a large body of scholarship raises questions around how effective lesson structures in highly diverse urban schools…”

“Teacher education has been criticized for its week impact on society, the balance between theory and practices courses, ineffective pedagogy, and the low efficacy from teacher candidates (Grossman et al., 2009; König & Rothland, 2012; Korthagen et al., 2006; Putra & Kumano, 2018).”

“Script-writing is a tool related to “approximations of practice” (Grossman et al. 2009), which “include opportunities to rehearse and enact discrete components of complex practice in settings of reduced complexity” (p.”

“If teacher education could define a small number of core practices (Grossman et al 2009) and if theory-practice cycles could be organized for each practice, the theory-practice gap could be reduced considerably.”

“Such resources greatly increase preservice teachers’ opportunities to engage in and learn through practice-based experiences that approximate professional teaching (Grossman et al., 2009), while also generating evidence of their learning (Darling-Hammond & Snyder, 2000).”

“Whereas aspiring teachers often learn in undergraduate classrooms where they might engage with approximations of practice (Grossman et al., 2009), school leadership education is often tailored to in-service administrators with varying experiences that they can draw from and grow in (Pashiardis &…”

“Curricular guidelines and professional development initiatives began to use these terms to signal innovation, but rarely defined what “counts” as authentic or how context shapes learning (Darling-Hammond et al., 2009; Grossman et al., 2009; Zeichner, 2010).”

“Too often, professional development prioritises compliance or isolated content knowledge over opportunities for design-based inquiry and professional creativity (Garet et al., 2001; Grossman et al., 2009).”

“Active strategies were embedded within clear lesson structures, supporting the sequencing of teaching and learning activities to scaffold understanding and maintain engagement (63).”

“Guided by the concept of “core practices,” institutions should move beyond traditional, unidirectional training models to design modular, workshop-5 style, school-based training content centered on authentic instructional scenarios [26] .”

“…meskipun kedua aspek tersebut sering dibahas secara terpisah, implementasi yang efektif memerlukan pemahaman integratif tentang bagaimana Open Access: https://ejournal.papanda.org/index.php/edukasiana/ keduanya saling memperkuat (Burn & Mutton, 2015; Darling-Hammond, 2017; Grossman et al., 2009).”

“These perspectives resonate with practice-based models of PD, which seek to bridge theory and classroom practice by centering instructional practices that are both observable and functional (Grossman et al., 2009; Harris et al., 2023).”

“…(also called simulation workshops or training) is defined as a method that replicates real-life characteristics of an event or situation (Beaubien & Baker, 2004) in a safe environment, allowing novices to experience and practice complex skills relevant to their profession (Grossman et al., 2009).”

“We see in the papers included in this SI a rejection of such efforts and an appeal to build viable practice-based models drawing on the scholarship of both European and American scholars (Cochran-Smith and Lytle 2009; Grossman, Hammenrness, and McDonald 2009; Loughran 2007; Zeichner 2010).”

“This discourse advocated for educator development, adoption, and accountability around speci fi c practices for mentors/coaches working with teachers and another set for teachers in their classrooms (Grossman et al., 2009; Kavanagh et al., 2023; Stanulis et al., 2019).”

“A growing body of research highlights professional vision (PV) 1 as a core competency essential for effective teaching (Grossman et al., 2009 ).”

“In recent work, researchers have conceptualized practice-embedded teacher learning opportunities (Gibbons et al., 2021), drawing on the underlying principles of practice-based teacher education (PBTE) in pre-service contexts (Grossman et al., 2009; Kavanagh et al., 2020a, 2020b; McDonald et al., 2013, 2014).”

“Teaching practice is a systematic and reflective teaching behaviour, including curriculum design, selection of teaching strategies, student interaction, and evaluation (Grossman, Hammerness, and McDonald 2009).”

“Pendidikan bagi calon guru di masa depan harus memberikan "kesempatan untuk berlatih dan menerapkan berbagai elemen yang terpisah dari praktik yang kompleks dalam konteks yang lebih sederhana" [31].”

“HLPs can promote teachers ’ development of practices that are supportive of students ’ engagement in knowledge development and application (Grossman, Hammerness et al., 2009; Lampert & Graziani, 2009) as they represent strategies that are exercised with instructional context-specific judgements…”

“There are three components to Grossman, Hammerness, et al. (2009) PBTE framework.”

“Grossman et al. (2009) argue that while researchers can bring vast theoretical and methodological knowledge, it's the educators who have a practical and experiential understanding of the educational context in which any strategy will be implemented.”

“Kennzeichnend für das Konzept der Core Practices ist die Verschiebung des Fokus von den Wissensvoraus-setzungen hin zu den konkreten Anforderungen beruflichen Handelns und deren Bewältigung (Grossman et al., 2009).”

“Following Grossman, Hammerness, et al. (2009), we suggest that the work on proving in teacher education should concentrate on teaching practices.”

“Temuan ini sejalan dengan penelitian sebelumnya yang menekankan pentingnya pengetahuan dan keterampilan guru dalam implementasi metode pengajaran yang inovatif (Grossman et al., 2009).”

“In de lerarenopleiding komt het concept van epas dicht in de buurt van het concept van core activities , dat wil zeggen, een beschrijving van de meest cruciale professionele rollen met activiteiten van het dagelijkse werk van een docent (Grossman, Hammerness, & McDonald, 2009).”

“For example, in their mathematics teaching methods courses, the PSTs had learned about high-leverage practices (HLPs) (e.g. Grossman et al., 2009; Hatch & Grossman, 2009).”

“Guru merupakan salah satu komponen pendidikan yang berperan penting terhadap terciptanya proses pembelajaran yang dapat mengantarkan siswa ke arah tujuan pengajaran yang telah ditetapkan (Grossman, 2009).”

“When used in teacher education, scriptwriting is a tool related to “approximations of practice” (Grossman et al., 2009), which “include opportunities to rehearse and enact discrete components of complex practice in settings of reduced complexity” (p.”

“Also, PDSs function as a laboratory for TCs to be able to conduct their educational research (Burn & Mutton, 2015; Darling-Hammond, 2006; Grossman et al., 2009) and they help bridge the gap between field studies and university courses.”

“Grossman et al. (2009) proponen que esta enseñanza se desarrolle con una combinación de técnicas como (a) la representación de la enseñanza, por ejemplo, en base a modelado; (b) la focalización de la práctica en aspectos claves de la formación docente y (c) el desarrollo de actividades de…”

“Coupled with its standards, InTASC’s learning progressions place a strong emphasis on connecting theory and practice (Feiman-Nemser, 2001; Grossman et al., 2009), and centering teacher candidates’ development of core practices (Forzani, 2014).”

“Uncovering processes involved in prospective teachers’ connection-making also means rehearsing work that could potentially unfold in future classrooms with students (Grossman et al., 2009). In particular, the interactions depicted between the prospective teachers and the instructor also share qualities of Kazemi et al…”

“Grossman et al. (2009) argue that it is preferable in designing approximations of complex practice to focus on a few key aspects of practice rather than attempting to holistically capture all of the messiness of the real-world situation.”

“In teacher education, scriptwriting opens doors for “approximations of practice”, which “include opportunities to rehearse and enact discrete components of complex practice in settings of reduced complexity” (Grossman et al., 2009, p. 283), thus becoming especially valuable for teacher preparation.”

“These topics and others are discussed in more detail elsewhere for general (Ball & Forzani, 2009; Grossman et al., 2009; Windschitl et al., 2012) and special educators (McLeskey et al., 2017; McLeskey & Brownell, 2015).”

“Teacher educators continue to advocate for avenues of enactment for teacher candidates to connect theory and practice through engaging in the act of teaching (e.g., Grossman et al., 2009; McDonald et al., 2013).”

“…and possibly mastered by novice teachers in classrooms representing varying disciplines and context, (c) allow novice teachers to learn more about students and teaching, and (d) preserve the integrity to improve student achievement through research-based practices (Grossman et al., 2009, p. 277).”

“…segments of the developmental continuum, preservice teachers reported that they learned how to apply their knowledge of children’s cognitive development to their pedagogical practices through repeated practice or what Grossman et al. (2009) referred to as ‘approximations of practice’ (p. 2058).”

“In this project teacher candidates co-planned and co-taught in our 11 literacy mentors’ classrooms, which offered them contextualized problems of practice to respond to and later deconstruct (Gelfuso, Parker, & Dennis, 2015; Grossman et al., 2009).”