Cited by 1,759Teacher Education and Leadership StudiesTeacher Education and AssessmentsMathematics Education and Teaching Techniques

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Redefining teaching, re-imagining teacher education

Grossman, Pam, Hammerness, Karen, McDonald, Morva·2009·Teachers and Teaching

DOI 10.1080/13540600902875340

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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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Method
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Method
Becoming a teacher of early reading: charting the knowledge and practices of pre‐service and newly qualified teachers
Hendry, H. (2019) · Literacy · doi:10.1111/lit.12184 · Cited by 12
Examining the Mathematical Knowledge for Teaching of Proving in Scenarios Written by Pre-service Teachers
Buchbinder, O., & Cook, A. L. J. (2018) · ICME-13 monographs · doi:10.1007/978-3-319-70594-1_8 · Cited by 10
Clinical Practice in Education: Towards a Conceptual Framework
Kriewaldt, J., Davies, L. M., Rice, S., Rickards, F., & Acquaro, D. (2017) · doi:10.1007/978-981-10-4075-7_10 · Cited by 10
Coherent Experiences: The New Missing Paradigm in Teacher Education
Weston, T. L., & Henderson, S. C. (2015) · The Educational Forum · doi:10.1080/00131725.2015.1037514 · Cited by 10
Promoting preservice teachers’ facilitation of argumentation in mathematics and science through digital simulations
Mikeska, J. N., Francis, D. C., Lottero-Perdue, P. S., Park Rogers, M., Shekell, C., Bharaj, P. K., Howell, H., Maltese, A., Thompson, M., & Reich, J. (2025) · Teaching and Teacher Education · doi:10.1016/j.tate.2024.104858 · Cited by 9
Supporting pre-service teachers’ TPACK development and technology integration in collaborative lesson planning
Guo, C., Mu, M., Chen, J., & Chen, X. (2026) · Humanities and Social Sciences Communications · doi:10.1057/s41599-026-06679-1 · Cited by 11
Using critical incidents as a tool for promoting prospective teachers’ noticing during reflective discussions in a fieldwork-based university course
Rotem, S.-H., Potari, D., & Psycharis, G. (2024) · Educational Studies in Mathematics · doi:10.1007/s10649-024-10336-2 · Cited by 9
“Therefore, most teacher preparation programs involve fieldwork to bring theory with practice closer and serve as a primary source for PTs’ learning (e.g., Ball & Forzani, 2009; Grossman et al., 2009).”
Constructing imaginary classrooms: Teacher educators’ use of representations to direct reflection about practice
Jay, L. (2023) · Teaching and Teacher Education : An International Journal of Research and Studies · doi:10.1016/j.tate.2023.104243 · Cited by 9
Practice-based coaching for project-based teaching: Understanding relationships between coaching practice and teaching practice
Kavanagh, S., Gotwalt, E., & Farrow, J. (2023) · Teaching and Teacher Education : An International Journal of Research and Studies · doi:10.1016/j.tate.2023.104255 · Cited by 9
How authenticity impacts validity: Developing a model of teacher education assessment and exploring the effects of the digitisation of assessment methods
Kulgemeyer, C., Riese, J., Vogelsang, C., Buschhüter, D., Borowski, A., Weißbach, A., Jordans, M., Reinhold, P., & Schecker, H. (2023) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-023-01154-y · Cited by 10
“Some scholars iden-tiﬁed a need for methods to assess the performance-related aspects of competence (Aufschnaiter and Blömeke 2010; Grossman et al. 2009; Kulgemeyer and Riese 2018; Schröder et al. 2020).”
Background
An individualized Professional Development Approach for Training University Faculty in using a Technological Tool
Keese, J., Ford, D. J., Luke, S. E., & Vaughn, S. M. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-11792-8 · Cited by 12
“● Using the VS, students engaged in approximations of practice (Grossman et al., 2009 ) that are designed to closely align with their practice.”
Method
Preparing the Next Generation of Equity-Centered Teacher Educators: Considerations for a Pedagogy of Teacher Educator Education
Jacobs, J. (2023) · Action in Teacher Education · doi:10.1080/01626620.2023.2184881 · Cited by 22
“Teacher educators must also develop practical skills or strategies about how to teach teachers about social justice (Grossman et al., 2009; Taylor & Kitchen, 2008).”
Background
Eliciting Learner Knowledge: Enabling Focused Practice through an Open-Source Online Tool
Thompson, M. M., Leonard, G., Mikeska, J. N., Lottero-Perdue, P. S., Maltese, A. V., Pereira, G., Hillaire, G., Waldron, R., Slama, R., & Reich, J. (2022) · Behavioral Science · doi:10.3390/bs12090324 · Cited by 9
“Any simulation sacrifices some degree of authenticity in order to reduce complexity [12].”
Background
Towards a signature pedagogy for technology-enhanced task-based language teaching: Defining its design principles
Canals, L., & Mor, Y. (2022) · ReCALL · doi:10.1017/s0958344022000118 · Cited by 9
Balancing teacher educators’ researcherly and pedagogical dispositions – an example from Norway
Smith, K. (2022) · Asia-Pacific Journal of Teacher Education · doi:10.1080/1359866x.2022.2073868 · Cited by 9
“The role of research in teacher education is not limited to produce core practices (see Grossman, Hammerness, and McDonald (2009) to be implemented by teacher educators when teaching teachers.”
Background
Shifting to Embodiment: a Longitudinal Qualitative Investigation into the Experiences of High School Teachers Teaching Mindfulness
Schussler, D. L., Mahfouz, J., Broderick, P. C., Berrena, E., Frank, J. L., & Greenberg, M. T. (2022) · Mindfulness · doi:10.1007/s12671-021-01811-5 · Cited by 9
Improving elementary school teachers’ competence in composing thematic songs: An action research
Julia, J., Gunara, S., Supriyadi, T., Agustian, E., Ali, E. Y., & Budiman, A. (2022) · Pegem Journal of Education and Instruction · doi:10.47750/pegegog.12.01.12 · Cited by 12
“However, content becomes a key aspect in these current years (Darling-Hammond & Bransford, 2007; Epstein, 2018; Grossman et al., 2009; Stronge et al., 2011; Walshaw & Anthony, 2008), in accordance with Townsend (2011); Augustine & Wong (2016); Maguraushe (2015); Concina (2015); Rauduvaitė & Wang…”
Result
A COVID-19 Re-envisioned Teaching Practicum Curriculum
Nel, C., Botha, C., & Marais, E. (2021) · Research in Social Sciences and Technology · doi:10.46303/ressat.2021.29 · Cited by 9
“, 2014), research indicates that many of these programs do not provide practice opportunities where student teachers can learn to enact core practices (Ball & Forzani, 2009; Grossman et al., 2009; McLeskey & Brownell, 2015; Nel, 2018).”
BackgroundMethod
How Elementary Teaching Candidates’ Learning Opportunities Are Associated with Their Knowledge, Self-Efficacy, and Beliefs
Berlin, R., Youngs, P. A., & Cohen, J. (2021) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146812112300702 · Cited by 12
“…is, the gap between educational theory, which is often the focus of methods courses, and the actual knowledge, self-efficacy, and beliefs that constitute preparedness to support student growth in real classrooms (Ball & Forzani, 2009; Grossman et al., 2009; Kennedy, 1999; Lampert et al., 2013).”
BackgroundInfluential
Knowledge Discourses and Coherence in Professional Education
Hermansen, H. (2020) · Professions and Professionalism · doi:10.7577/pp.3713 · Cited by 9
Prospective and In-Service Mathematics Teachers’ Attention to a Rich Mathematics Task While Planning its Implementation in the Classroom
Ayalon, M., Naftaliev, E., Levenson, E., & Levy, S. (2020) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-020-10134-1 · Cited by 9
From a Triangular to a Pentagonal Model in Teachers Training Practicum
Naifeld, E., & Nissim, Y. (2020) · Journal of Education and Learning · doi:10.5539/jel.v9n5p89 · Cited by 9
Cultivating teacher responsiveness with emergent bilingual students through videotaped lesson analysis
Daniel, S. M., Pray, L. C., & Pacheco, M. (2020) · TESOL journal · doi:10.1002/tesj.475 · Cited by 9
Conflated Constructs: Disentangling the Educative and Evaluative Functions of Preservice Teacher Supervision
Palmeri, A. B., & Peter, J. A. (2019) · Journal of Educational Supervision · doi:10.31045/jes.2.2.5 · Cited by 6
Investigating the effect of teacher mediation on student expressed reasoning
Moreira, P., Marzábal, A., & Talanquer, V. (2019) · Chemistry Education Research and Practice · doi:10.1039/c9rp00075e · Cited by 9
“I believe in home language, but the tests don't”: Addressing Linguistic Diversity within Assessment Practices across Literacy Teacher Preparation and Classroom Practice
Jacobs, K. (2019) · Teachers College Record · doi:10.1177/016146811912100705 · Cited by 9
Race and the Mona Lisa: Reflecting on Antiracist Teaching Practice
Khasnabis, D., Goldin, S., Perouse-Harvey, E., & Hanna, M. O. (2019) · The Educational Forum · doi:10.1080/00131725.2019.1599656 · Cited by 15
Lines of School-University Partnership: Perception, Sensation and Meshwork Reshaping Of Pre-Service Teachers’ Experiences
Lemon, N., Wilson, A., Oxworth, C., Zavros-Orr, A., & Wood, B. (2018) · Australian Journal of Teacher Education · doi:10.14221/ajte.2018v43.n10.5 · Cited by 9
Encapsulating teacher expertise in action
Alterator, S., Deed, C., & Prain, V. (2018) · doi:10.1080/13540602.2017.1399874 · Cited by 9
Opportunities to analyse pupils’ learning within coursework on campus: a remaining challenge in teacher education
Jenset, I., Canrinus, E., Klette, K., & Hammerness, K. (2018) · European Journal of Teacher Education · doi:10.1080/02619768.2018.1448783 · Cited by 9
Self-citation
Assessing Teacher Attentiveness to Student Mathematical Thinking: Validity Claims and Evidence
Carney, M. B., Cavey, L., & Hughes, G. (2017) · The Elementary school journal · doi:10.1086/694269 · Cited by 9
“Teacher education leaders are calling for an end to organizing programs in ways that dichotomize teaching practices and the disciplinary knowledge needed to teach (Darling-Hammond & Bransford, 2007 ; Grossman, Hammerness, et al., 2009 ; McDonald, Kazemi, & Kavanagh, 2013 ).”
Four notions on the qualities of cooperating music teachers
Abramo, J. M., & Campbell, M. R. (2016) · Arts Education Policy Review · doi:10.1080/10632913.2015.1051257 · Cited by 10
Perspectives for Defining Student Teacher Performance-Based Teaching Skills Indicators to Provide Formative Feedback through Learning Analytics
Krull, E., & Leijen, Ä. (2015) · Creative Education · doi:10.4236/ce.2015.610093 · Cited by 9

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
DOI: 10.1080/13540600902875340
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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Redefining teaching, re-imagining teacher education

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