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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“Core practices are practices that occur with high frequency, can be used across curricula, allow candidates to learn about students and teaching, preserve the integrity and complexity of teaching, and are research based to potentially improve student achievement (Grossman et al., 2009).”
Background
Berufsbild «Lehrerbildnerin/Lehrerbildner»: Sechs Rollen
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“…points out that, in general, there is no professional preparation or training procedure for this job, despite its great complexity and the singular capabilities it requires (Grossman, Hammerness, and McDonald 2009; Korthagen, Loughran, and Lunenberg 2005; Lunenberg and Hamilton 2008; Shagrir 2005).”
Background
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“While such courses are still widespread in teacher education, Grossman, Hammerness, and McDonald (2009) have called for dissolving the artificial line teacher educators have drawn between “foundations” and “methods” and instead consider integrating these two domains.”
Background
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“In line with such demands, recent decades have seen an increasing shift toward “practice-based” designs that emphasize situating teacher learning activity in authentic contexts (Grossman et al., 2009; Kennedy, 2016; Putnam & Borko, 2000).”
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“First, programs may contain conceptual frameworks, or “principles, frameworks, or guidelines that teachers use to guide their decisions about teaching and learning” (Grossman, Hammerness, & McDonald, 2009, p. 274).”
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“Aside from the early conceptual calls for core practices (Ball & Forzani, 2009; Grossman, Hammerness, & McDonald, 2009; Grossman & McDonald, 2008), research has mostly avoided deep engagement with questions relating to the language that teachers use to talk about their work.”
Influential
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“In educational research, such efforts have, for instance, been conceptualised as core practices (Grossman et al., 2009) or through a focus on coherence (Darling-Hammond, 2008; Fichett et al., 2018).”
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“…math education ” as evidenced by its focus on conceptual learning, inquiry-oriented instruction, and “ pedagogies of enactment and investigation ” (Grossman et al. 2009). iZone leaders laid out a model in which performance targets would be attained by a commitment to conceptually focused…”
Background
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Transdisciplinary Teacher Education
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“Well-structured teacher education programs intentionally orient PSTs to the philosophical underpinnings or foundations of education [17].”
BackgroundInfluential

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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