The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Redefining teaching, re-imagining teacher education
Abstract
In this article, the authors provide an argument for future directions for teacher education, based on a re‐conceptualization of teaching. The authors argue that teacher educators need to attend to the clinical aspects of practice and experiment with how best to help novices develop skilled practice. Taking clinical practice seriously will require teacher educators to add pedagogies of enactment to an existing repertoire of pedagogies of reflection and investigation. In order to make this shift, the authors contend that teacher educators will need to undo a number of historical divisions that underlie the education of teachers. These include the curricular divide between foundations and methods courses, as well as the separation between the university and schools. Finally, the authors propose that teacher education be organized around a core set of practices in which knowledge, skill, and professional identity are developed in the process of learning to practice during professional education.
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“This pattern is consistent with research describing early teacher learning as uneven and non-linear (Grossman et al., 2009).”
From Reducing classification risk in developmental performance assessment using fuzzy logic: evidence from preservice mathematics teacher education (2026) · cites this paper as Grossman et al., 2009
In the citing paper
“While such systems appear objective, they frequently obscure uneven development across planning and enactment, particularly during early stages of training (Darling-Hammond and Snyder, 2000; Grossman et al., 2009).”
From Reducing classification risk in developmental performance assessment using fuzzy logic: evidence from preservice mathematics teacher education (2026) · cites this paper as Grossman et al., 2009
In the citing paper
“The present findings suggest that FLA offers stronger warrants for developmental and classificatory decisions because it aligns more closely with the multidimensional and uneven nature of preservice teacher learning (Ball et al., 2008; Grossman et al., 2009).”
From Reducing classification risk in developmental performance assessment using fuzzy logic: evidence from preservice mathematics teacher education (2026) · cites this paper as Grossman et al., 2009
In the citing paper
“Mathematics teacher education programs often rely on composite scores derived from lesson plans, microteaching, and examinations to make consequential decisions about progression and readiness to teach.”
From Reducing classification risk in developmental performance assessment using fuzzy logic: evidence from preservice mathematics teacher education (2026) · cites this paper as Grossman et al., 2009
In the citing paper
“specificity and developmental framing of feedback are associated with greater learning gains (DarlingHammond et al., 2020; Darling-Hammond and Snyder, 2000; Grossman et al., 2009).”
From Reducing classification risk in developmental performance assessment using fuzzy logic: evidence from preservice mathematics teacher education (2026) · cites this paper as Grossman et al., 2009
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“Therefore, approximations of practical experiences in which the complexity is reduced (Grossman et al., 2009) serve to engage learners in specific aspects of professional practice, help prevent real-time confusion, and are viewed as efficient use of learning resources.”
BackgroundUsing social media in pre-service teacher education: The case of a program-wide Twitter hashtag
Carpenter, J. P., Morrison, S. A., Rosenberg, J. M., & Hawthorne, K. A. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104036 · Cited by 28
What Constitutes an “Opportunity to Learn” in Teacher Preparation?
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“These findings contrast earlier, qualitative work on pedagogies of practice that detailed the limited opportunities to approximate teaching practices in methods courses (Ball, Sleep, Boerst, & Bass, 2009; Grossman et al., 2009).”
BackgroundMethodResultInfluentialWæge, K., & Fauskanger, J. (2020) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-020-09474-0 · Cited by 24
Zhang, C., & Bingham, G. E. (2019) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2019.06.003 · Cited by 20
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“In this way, the technological platforms allow PSTs to approximate their practice (Grossman et al., 2009a).”
BackgroundMethodInfluentialWhat Does Research Tell Us About Educating Mainstream Teachers to Work With ELLs?
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BackgroundVirmani, R. K. (2016) · doi:10.1177/0042085915618721 · Cited by 23
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“Research finds, however, that this is not in fact the case and that the persistent divide between the goals of the university and field sites poses challenges for preservice-teacher learning (Grossman et al., 2009; Zeichner, 2010).”
BackgroundInfluentialRhetoric and practice in pre-service teacher education: the case of Teach For America
Schneider, J. (2014) · Journal of Education Policy · doi:10.1080/02680939.2013.825329 · Cited by 23
“…by reform-minded teacher educators in the USA: peer networks, mentoring structures, reflection cycles, data systems, and an internally aligned curriculum (Darling-Hammond et al. 2007; Grossman, Hammerness, and McDonald 2009; Smith and Ingersoll 2004; Wilson et al. 2001; Zeichner and Conklin 2008).”
BackgroundHinojosa, D. M. (2022) · Teaching and Teacher Education : An International Journal of Research and Studies · doi:10.1016/j.tate.2021.103582 · Cited by 22
Experts at Being Novices: What New Teachers Can Add to Practice-based Teacher Education Efforts
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“For example, within teaching development programmes one could consider offering opportunities to perform specific speech repertoires of dialogic teaching, similar to what Grossman et al. (2009a) conceptualise as the grammar of language practice.”
Key components of lesson study from the perspective of complexity: a theoretical analysis
Hervas, G., & Medina, J. (2020) · doi:10.1080/13540602.2020.1745174 · Cited by 21
“This anticipation of students’ responses is considered a core practice for teaching (Grossman et al., 2009) and it is tightly connected to the practice of pressonance, a process that enables a contextualised anticipation of future states, based on the ability to experience situations vicariously…”
BackgroundWhat’s good enough? Teacher education and the practice challenge
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“In this sense, it orients PD facilitators to consider designs of the type that we have described that combine what Grossman and colleagues (Grossman et al., 2009) refer to as pedagogies of investigation (e.”
BackgroundCollaboration Between Multicultural and Special Teacher Educators
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“Increasingly, the plural form of teaching practic es or instructional practic es has been used, for example, to indicate the existence of different ways of “doing” and the need to disentangle the complex phenomenon of teaching (practice) into several components (Grossman et al., 2009).”
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“Again, educators should motivate students by rewarding specific responses (Grossman et al., 2009).”
BackgroundBaker, C. (2021) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-021-09507-2 · Cited by 20
Hammerness, K. M., Klette, K., Jenset, I. S., & Canrinus, E. T. (2020) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146812012201108 · Cited by 24
Self-citationKyriakides, E., Tsangaridou, N., Charalambous, C., & Kyriakides, L. (2020) · doi:10.1123/jtpe.2019-0162 · Cited by 20
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“…Cochran-Smith, et al., 2016, p. 68) Collaborative autoethnography also gives us the opportunity to reimagine ourselves as teacher educators, who, as Grossman, Hammerness, and McDonald (2009) say, are responsible for “preparing ordinary people, in an extraordinarily brief amount of time, to be…”
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“The Guide aimed to capture, in the context of writing instruction, the recurring activities that the literature refers to as common factors critical to success or that might be thought of as high-leverage practices (Grossman and McDonald 2008, Grossman et al. 2009).”
BackgroundRoss, D., & Cartier, J. (2015) · doi:10.1007/s10972-015-9439-y · Cited by 20
“The Grossman et al. (2009a) framework for professional practice provides an opportunity for teacher educators to help develop pre-service teachers’ (PST) pedagogies of various practices.”
BackgroundInfluentialCharalambous, C. Y., Komitis, A., Papacharalambous, M., & Stefanou, A. (2014) · Teaching and Teacher Education · doi:10.1016/j.tate.2014.03.001 · Cited by 23
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“…for achieving quality education for all children - in line with Sustainable Development Goal 4 (sdgs.un.org) - is delivering mediated, engaging, reflective and participatory teacher professional development (Popova et al., 2018) and helping teachers take ownership of this (Grossman et al., 2009).”
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“Joint analysis of these “representations of practice” (Grossman et al., 2009, p. 2058) are understood by many practice scholars as an essential part of the work of practice-centered programs (PCPs), which themselves are gaining traction in the field as a promising development in the preparation and…”
BackgroundFrom Effective Curricula toward Effective Curriculum Use.
Taylor, M. (2016) · doi:10.5951/jresematheduc.47.5.0440 · Cited by 19
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“These research-based practices, considered key elements of teaching that can result in highly effective instruction, have been called “core practices,” (Grossman et al., 2009) “highleverage practices,” (Ball, Sleep, Boerst, & Bass, 2009), and “generative practices” (Franke & Kazemi, 2001).”
BackgroundHow to support the development of teachers' practical knowledge: Comparing different conditions
Leijen, Ä., Allas, R., Pedaste, M., Knezic, D., Marcos, J., Meijer, P., Husu, J., Krull, E., & Toom, A. (2015) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2015.04.455 · Cited by 19
“Drawing on several authors, (e.g. Grossman et al., 2009; Kansanen et al., 2000; Korthagen, 2001; Meijer, 2010) the study aimed enhancing the relevance and meaningfulness of the pre-service teacher education, so that beginning teachers would be better prepared for actual classroom practice.”
BackgroundLearning the work of ambitious mathematics teaching
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“Their practice-based approach organised opportunities for prospective teachers to engage in “approximations of practice” (Grossman et al., 2009, p. 238) activities within a cycles of enactment and investigation (see figure 3.)”
BackgroundPerformance-Based Competency Requirements for Student Teachers and How to Assess Them
Leijen, Ä., Slof, B., Malva, L., Hunt, P., van Tartwijk, J., & van der Schaaf, M. F. (2017) · International Journal of Information and Education Technology · doi:10.18178/ijiet.2017.7.3.864 · Cited by 19
“Firstly, the concept of core practice that directs teacher educators to identify and organise initial teacher education around the most crucial professional activities a teacher has to carry out [6]-[8].”
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“Zabalza (2004), Formosinho (2009), Grossman, Hammerness, and McDonald (2009), Hamilton-Jones and Vail (2014) expound on their crucial curricular meaning and Vonk (1985), Loiola and Tardif (2001), Cochran-Smith and Zeichner (2005), Darling-Hammond (2006), Flores and Day (2006), Johnson (2009),…”
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“However, video case design is challenging, as complex teaching concepts need to be decomposed in order to achieve manageable learning units (Grossman and McDonald, 2008; Grossman et al., 2009b; McDonald et al., 2013).”
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“These processes of representation, decomposition and approximation could be interrogated with critical conceptual tools (Grossman et al., 2009) to investigate whether and how the enactment of a practice might reinforce or interrupt inequities.”
BackgroundPractice Teachers’ Role in Teacher Education – Individual Practices across Educational Curricula
Thorsen, K. E. (2016) · Acta Didactica Norge · doi:10.5617/adno.2417 · Cited by 17
“…teacher education and as a Vol. 10, Nr. 2 Kirsten E. Thorsen 183 2016©adno.no Acta Didactica Norge common philosophy that reflects central aspects of learning and teaching in both the theoretical and the practical part of teacher education (Grossman et al., 2009; Hammerness, 2012; Korthagen, 2008).”
BackgroundInfluentialLearning to teach with lesson study
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“(503) However, as Grossman et al. (2009) point out, empirical evidence is needed to fully understand how access to various aspects and types of practices both afford and constrain the development of novice teachers with regard to their identities and skills.”
BackgroundAkın, Z. B. E. (2013) · Journal of Research in Childhood Education · doi:10.1080/02568543.2013.796331 · Cited by 18
Conklin, H. (2012) · Journal of Teacher Education · doi:10.1177/0022487111426294 · Cited by 18
Wessels, H. (2018) · ICME-13 monographs · doi:10.1007/978-3-319-72170-5_41 · Cited by 18
“Noticing can be described as one of the core practices in mathematics teacher education (Choy 2016; Grossman et al. 2009) and can provide appropriate support and framing for the development of productive reflection on learners’ mathematical reasoning during lessons.”
BackgroundSupporting Ambitious Instruction by Beginning Teachers with Specialized Tools and Practices
Stroupe, D., & Windschitl, M. (2015) · doi:10.1007/978-94-6300-283-7_13 · Cited by 18
König, J., Ligtvoet, R., Klemenz, S., & Rothland, M. (2024) · Teachers and Teaching · doi:10.1080/13540602.2024.2308895 · Cited by 30
“Practical learning opportunities serve to approach teacher professionalism in a proactive and responsible way (P. Grossman et al., 2009; F. A. Korthagen, 2001), they help teachers to acquire teacher expertise, as they support them in progressing from the stage of novices to advanced beginners…”
Jay, L. (2022) · Theory & Research in Social Education · doi:10.1080/00933104.2022.2113194 · Cited by 17
“Because discussion facilitation meets the description of a “core practice” (Grossman et al., 2009b), I utilized Grossman et al.’s (2009a) distinction between pedagogies of reflection and pedagogies of practice to describe TEs’ approach to developing knowledge of that facilitation.”
BackgroundMethodInfluentialSimulation platforms in initial teacher education: Past practice informing future potentiality
Ledger, S., Burgess, M., Rappa, N., Power, B., Wong, K. W., Teo, T., & Hilliard, B. (2021) · Computer & Education · doi:10.1016/j.compedu.2021.104385 · Cited by 17
Five Trends in Physical Education Teacher Education
Ward, P., & Cho, K. (2020) · doi:10.1080/07303084.2020.1768182 · Cited by 17
Initial teacher education in a dual-system: Addressing the observation of teaching performance
Rodríguez, J. L. C., Blanch, À., & Barbero, I. (2019) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2019.100834 · Cited by 19
McLeod, R. H. (2019) · Early Childhood Education Journal · doi:10.1007/s10643-019-01001-y · Cited by 17
Critically Examining Practice‐Based Teacher Education for Teachers of Language Minoritized Youth
Peercy, M. M., Varghese, M. M., & Dubetz, N. E. (2019) · TESOL Quarterly · doi:10.1002/tesq.533 · Cited by 22
Shaughnessy, M., Ghousseini, H., Kazemi, E., Franke, M., Kelley-Petersen, M., & Hartmann, E. (2019) · Teaching and Teacher Education : An International Journal of Research and Studies · doi:10.1016/j.tate.2019.01.008 · Cited by 17
Willey, C., & Magee, P. A. (2018) · Journal of Educational Supervision · doi:10.31045/jes.1.2.3 · Cited by 29
Comunicação no Ensino Exploratório: visão profissional de futuros professores de Matemática
Rodrigues, R. V. R., Cyrino, M. C. D. C. T., & Oliveira, H. (2018) · Bolema · doi:10.1590/1980-4415v32n62a11 · Cited by 17
Zazkis, R., & Marmur, O. (2018) · Canadian Journal of Science Mathematics and Technology Education · doi:10.1007/s42330-018-0019-y · Cited by 22
The recursive practice of research and teaching: reframing teacher education
Miles, R., Lemon, N., Mitchell, D. M., & Reid, J. (2016) · Asia-Pacific Journal of Teacher Education · doi:10.1080/1359866x.2016.1169502 · Cited by 17
“…requirements (Edwards & Mutton, 2007; Endedijk, Vermunt, Verloop, & Brekelmans, 2012) and present difficulties in connecting theory and practice (Grossman et al., 2009; Valencia, Martin, Place, & Grossman, 2009), especially in the current climate (Broadbent & Brady, 2013; Darling-Hammond, 2012,…”
BackgroundInfluentialHybrid lesson study: extending lesson study on-line
Nickerson, S. D., Fredenberg, M., & Druken, B. K. (2014) · International Journal for Lesson and Learning Studies · doi:10.1108/ijlls-06-2013-0037 · Cited by 14
Peercy, M. M., Troyan, F. J., Fredricks, D. E., & Hardy‐Skeberdis, M. (2024) · TESOL Quarterly · doi:10.1002/tesq.3319 · Cited by 23
Rotem, S.-H., & Ayalon, M. (2023) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-023-09574-7 · Cited by 16
“…of practice (Grossman et al., 2009a) in that it provides pre-service teachers the chance to practice the teaching skill of building their instruction on students’ understanding, a skill they will need in their future professional lives (Ball & Forzani, 2009; Forzani, 2014; Grossman et al., 2009b).”
InfluentialMadkins, T. C., & Nazar, C. R. (2022) · Science Education · doi:10.1002/sce.21757 · Cited by 22
Vogelsang, C., Kulgemeyer, C., & Riese, J. (2022) · Education sciences · doi:10.3390/educsci12070479 · Cited by 16
Aguilar, J. J., & Flores, Y. (2022) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.29333/ejmste/12006 · Cited by 17
“Ultimately, our intention here was to provide the participants of this study — i.e., EPSTs — an approximation of the teacher practice (Grossman et al., 2009a, 2009b) in a safe, controlled environment, as real as possible, with the intention of developing and enhancing their teaching skills.”
BackgroundAuthority and authenticity in teachers’ questions about literature in three contexts
Levine, S. R., Hauser, M. E., & Smith, M. W. (2022) · English Teaching Practice & Critique · doi:10.1108/etpc-03-2021-0021 · Cited by 23
How Feeling Supports Students’ Interpretive Discussions About Literature
Levine, S. R., Trepper, K., Chung, R. H., & Coelho, R. (2021) · Journal of Literacy Research · doi:10.1177/1086296x211052249 · Cited by 29
“The study draws on four years of data from a practice-based professional development program (Grossman et al., 2009) designed by a team of teachers, researchers (including two of the four authors), and staff at a university’s graduate school of education.”
Background
Metadata
- Authors
- Grossman, P., Hammerness, K., & McDonald, M.
- Affiliations
- Stanford University (US)
- University of Washington (US)
- Corresponding author
- Grossman, Pam
- ORCID
- Hammerness, Karen
- Venue
- Teachers and Teaching
- Publisher
- Informa UK Limited
- Published
- 2009-04
- Volume
- 15
- Issue
- 2
- Pages
- 273-289
- ISSN
- 1354-0602 (ISSN-L)
- 1470-1278
- OpenAlex
- W2082864650
- Cited by
- 1,759
- References
- 40
- Citations by year
- 2026: 140 · 2025: 135 · 2024: 140 · 2023: 141 · 2022: 151 · 2021: 133 · 2020: 132 · 2019: 155 · 2018: 134 · 2017: 112 · 2016: 107 · 2015: 96 · 2014: 54 · 2013: 50 · 2012: 45
- FWCI
- 108.86
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Teachers and Teaching (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Teacher Education and Assessments
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Keywords
- teacher professional development, clinical practice, university-school partnership, professional identity, learning to teach
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