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 ).”

“BRiTE-AR offers a structured solution to preparing and developing resilience skills for PSTs that do not naturally develop on their own (see Grossman et al. 2009).”

“…of the teacher education profession – and on what a teacher educator can be – could become more fully informed than before the candidates’ participation in the research school. of travel and, in contrast, seeks to educate teachers mostly in practice (cf. Grossman, Hammerness, and McDonald 2009).”

“…because deliberate inclusion of practice prepares pre-service teachers to perform tasks and activities more skillfully and with greater confidence by the time they formally enter the profession (Ball & Forzani, 2009; Grossman, Hammerness, & McDonald, 2009; Herrington, Reeves, & Oliver 2014).”

“Likewise, educationally rich practicum processes, during which PTs are supported and guided effectively (Smith & Ingersoll, 2004) through such strategies as professional dialogue, reflective teaching, mentoring, communities of learning, and journal writing (Grossman et al., 2009; Korthagen et al., 2006) may help PTs t…”

“The importance of lesson planning is widely acknowledged (Farrell & Ashcraft, 2002; Grossman et al., 2009; Mumba et al., 2007; Tsui, 2013) and therefore a meaningful context for studying the use of GenAI.”

“Sometimes responding to student thinking is asking follow-up questions, but it can also involve asking students to rephrase their thinking, opening the solution method up for class discussion, or allowing another student to suggest a different solution path (Grossman et al., 2009).”

“…at times achieves synthesis, where discoveries support conceptual or practical understanding, both needed to learn a complex instructional practice (Grossman et al., 2009), to mitigate a retreat to practices unresponsive to particular students in all of their diversity (Athanases & de Oliveira,…”

“Core Practices aim to recognise the complexity of teaching for quality learning through the enactment of particular pedagogical strategies and moves that can be unpacked and learned by teachers (Grossman et al .”

“…PSTs to develop reflective practices that a) foster their own and their students’ learning and b) consider social, historical, interpersonal, and instructional aspects of students, schools, and communities (Clift & Brady, 2005; Gelfuso et al., 2015; Grossman et al., 2009; Le Cournu & Ewing, 2008).”

“Using the RSST has the added benefit of providing teacher candidates with a common language with which they can collaboratively and individually notice and reflect on student thinking in their own teaching practice (Grossman et al., 2009; Thompson et al., 2013).”

“Constructing Authentic Rehearsal Experiences Grossman et al. (2009a, 2009b) describe the importance of providing novice teachers with approximations of practice to support their development.”

“Teaching teachers requires different pedagogies to teaching school students because pre-service teachers (PSTs) must be prepared for teaching and not just for their own learning (Grossman, Hammerness, and McDonald 2009).”

“Asking candidates to enact, simulate, and rehearse requires teacher educators to shift their practices away from leading discussions and reflective conversations toward modeling and coaching such practices (Grossman et al., 2009; Stroupe & Windschitl, in press).”

“In particular, AI-based chatbots can provide PSTs with structured, iterative opportunities and learning experiences that can help them ease the complexities of responsive teaching and refine their teaching skills (Grossman et al., 2009; Ledger et al., 2019).”

“Specifying the work of this kind of facilitation is important so that others can learn to see, enact, and improve the component parts of complex practice (Grossman et al., 2009).”

“Grossman, Hammerness, and McDonald (2009) noted that teacher educators are responsible for facilitating the learning of core practices through a pedagogy of practice for teaching.”

“Many trace the origins of this shift from teacher knowledge to practice-based teaching opportunities to seminal work by Grossman and colleagues (Grossman et al., 2009; Grossman & McDonald, 2008); recall that Grossman was a student of Shulman and a prominent early scholar of PCK.”

“…their future teaching, during the course the participants completed several assignments whose goal was to serve as “approximation of practice” (e.g., Grossman et al., 2009; Herbst et al., 2011); meaning, assignments that included affordances for enacting certain aspects of the complex practice…”

“The class then engaged in the metacognitive work of decomposing and investigating the instantiation of the practice followed by rehearsals, enactments both within the methods class and in field placements, and reflections by the candidates (Grossman et al., 2009; Schön, 1983).”

“This study underscores the importance of the need to provide pre-service teachers with opportunities to enact, simulate, and rehearse practice (Darling-Hammond 2006; Grossman et al. 2009).”

“This demands insight into teachers’ core practices, i.e. the main professional activities teachers have to carry out in the workplace, as part of their teaching profession (Grossman, Hammerness, and McDonald 2009; Reynolds 1992).”

“Student modules in science TLOLsmight optimally fulfill our recommendations and could link university and field in science-PST education (Grossman et al., 2009).”

“Drawing on Grossman and colleagues’ framework for teaching practice, we illustrate how we teach these two practices by helping new teacher candidates deconstruct, rehearse, and enact them in the coursework in our two programs (Grossman et al., 2009).”

“(grossman et al., 2009; Lampert & Ball, 1999) and how, in the table-tennis class, speaking”

“Grossman et al. (2009) stated that “teaching is complex work that looks deceptively simple” (p. 273).”

“Combining this collaborative approach with video analyses supports a practicebased, participatory approach to teacher preparation (Grossman et al., 2009b; Lampert, Beasley, Ghousseini, Kazemi, & Franke, 2010; Lampert et al., 2013).”

“This in turn supports skill-building, automaticity, and the development of conceptual models for teaching (Grossman, Compton, et al., 2009; Grossman, Hammerness, et al., 2009).”

“…view examples of teachers engaging in target practices, slows down these examples for close examination, and permits incremental practice of both noticing and responding to student thinking appropriate for early fieldwork (Gaudin & Chaliès, 2015; Grossman et al., 2009; Sherin & Linsenmeier, 2011).”

“Practice-based teacher education offer candidates a glimpse into the day-to-day respon-sibilities of teachers (Grossman, Hammerness, and McDonald 2009).”

“Teacher educators must teach reflective processes alongside relevant content knowledge and skills in clinical teacher education models (Grossman et al., 2009).”

“At the core of ECS are a set of high-leverage teaching practices [9]”

“Research reinforces arguments of a disconnection between the academic theory of the academy and the realities of the PK-12 classroom (Darling-Hammond, 2006a; Grossman et al., 2009).”

“…Development in Education, 2016 Vol. 42, No. 5, 752–766, http://dx.doi.org/10.1080/19415257.2015.1118707 asserts that opportunities to examine, engage in, and reflect upon the moment-tomoment activities of teaching are crucial for TCs to learn to do them well (Grossman et al. 2009).”

“The significance of our work with the preservice teachers in this early childhood experience is tied to a reconceptualization of teacher education offered by Grossman and her colleagues (Grossman, 2011; Grossman et al., 2009).”

“But small shifts that are enacted in the context of current practices – what Grossman et al (2009) term the ‘warp’ of teaching - are crucial in helping teachers to move forwards and were made visible through the reflective photography process.”

“On such a view, equitable education entails consideration of student diversity, including race, ethnicity, and language, when designing learning opportunities in the classroom (Grossman et al., 2009).”

“These were activities that support the making of expert teacher thinking and tacit knowledge accessible and involved the decomposing complex practices (Grossman, Hammerness, and McDonald 2009) into ways that the participants can see and understand.”

“However, educational scholars in the fi eld of teacher education generally concur that teacher preparation programs often lack a systematic structure to support pre-service teachers in learning how to implement effective practices in classrooms (Grossman et al., 2009; Windschitl et al., 2012).”

“…and supports (PBIS) commonly get adopted in K-12 settings, and teacher preparation programmes in institutions of higher education adopt high leverage practices (Grossman, Hammerness, and McDonald 2009; McLeskey et al. 2017) to equip new teachers with e ff ective instructional practices.”

“Integrating HLPs in teacher preparation programs can improve the instructional practices of teachers that lead to higher student academic achievement and social outcomes (Akalin & Sucuoglu, 2015; Ball & Forzani, 2009; Cohen, 2015; Grossman et al., 2009; McLeskey & Brownell, 2015).”

“are also research-based and have the potential to improve student achievement [11].”

“At the core of ECS are a set of high-leverage teaching practices [9] that support the three interwoven teaching strands of ECS: equity, inquiry, and CS concepts.”

“This article is strongly grounded in the theoretical foundations of practice-based teacher education (e.g., Ball & Cohen, 1999; Ball & Forzani, 2011; Grossman et al., 2009; Grossman, Hammerness, & McDonald, 2009).”

“…refine, and extend understandings of what they might offer in the various contexts in which they are interpreted and applied (Ball & Forzani, 2009; Grossman et al., 2009; Grossman & McDonald, 2008; Lampert, Beasley, Ghousseini, Kazemi, & Franke, 2010; Pellegrino & Zenkov et al., 2016; Windschitl…”

“This knowledge cannot be acquired otherwise: classroom work is epistemic work. recent insights into teacher education stress that the importance of the ability to act requires specific attention (Ball and Forziani 2009; Grossman, Hammerness, and mcDonald 2009; Grossman and mcDonald 2008).”

“Pamela Grossman, Hammerness, and McDonald (2009) have stressed the significance of coaching and facilitating in teaching.”