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 ).”

“We follow this with analyses of how their designed manipulatives mediated their teaching in a problem-solving interview setting that we regard as an approximation of practice (Grossman et al., 2009).”

“While beginning teachers may think they understand what teaching is and how to teach, being immersed in the field, meaning the actual classrooms, may actually reveal more complexities of the job than their previous expectations (Grossman et al. 2009).”

“To provide opportunities for a focus on proportional reasoning, video of a middle grades mathematics lesson was used to provide a representation of practice (e.g. Grossman et al., 2009).”

“…teacher candidates’ engagement in implementing high-impact research-based practices during their initial teaching experiences and the most appropriate ways to support their development during individual coaching sessions (CAST 2018; Grossman, Hammerness, and McDonald 2009; Teaching Works 2016).”

“No Child Left Behind, Every Student Succeeds Act), select scholarship on the importance of practice in teacher education (e.g. Ball & Cohen, 1999; Ball & Forzani, 2009; Grossman et al., 2009; McDonald et al., 2014; Thompson et al., 2013), and “research-based” teaching strategies (e.g.”

“As PSTs spend more time in K-12 classrooms, quality university supervision and feedback become even more critical to teacher preparation (Darling-Hammond, 2014; Ericsson, 2002; Grossman et al., 2008).”

“Other stakeholders argue that teacher education pedagogy should create opportunities for novice teachers to engage in approximations of the work of teaching (Grossman et al., 2009; Lampert et al., 2013).”

“2006 ; Grossman, Hammerness, and McDonald 2009 ).”

“Many contemporary teacher educators (Ure, 2010; Mason, 2009; Lunenberg & Korthagen, 2009; Grossman, Hammerness & McDonald, 2009; Loughran, 2006 and 2008; ETCPV, 2005; Carr, Andrews, & Kim, 2004) have conveyed unease about what they see as an overemphasis upon the technicalities of theoretical…”

“Estas prácticas generativas buscan descomponer (Grossman et al., 2009) o desglosar la práctica pedagógica, con el fin de que puedan ser aprendidas y evaluadas en Estudios Pedagógicos XLII, N° 4: 145-163, 2016 PERCEPCIÓN DE ESTUDIANTES DE PEDAGOGÍA EN RELACIÓN A LAS OPORTUNIDADES PARA EL DESARROLLO…”

“…teaching practices (of which models are one type) play a prominent role in Practice Based Teacher Education, where they are theorised to help pre-service teachers notice important features of teaching practice (Grossman, 1992 ; Grossman et al., 2009; Hauser & Kavanagh, 2019; Kosko et al., 2021 ).”

“Microteaching sessions have been identi fi ed as effective approaches for practicing feedback skills in an authentic context, emphasizing the rehearsal of speci fi c teaching competencies (Benton-Kupper, 2001; Grossman et al., 2009; Klinzing, 2002).”

“We understand educational practice as a dynamic process that includes activities before and following instruction (Grossman et al., 2009), in addition to interactions within the classroom (Mezzaroba & Carriquiri-borde, 2020), with the latter being a space in which teachers transmit their beliefs…”

“Thus, the selection of tasks based on the evaluation of task features can be considered a core practice of teaching and a relevant component of teaching quality (Forzani, 2014; Grossman et al., 2009).”

“Approxi-mations of practice are “opportunities for novices to engage in practices that are more or less proximal to the practices of a profession” (Grossman et al., 2009a, p. 2058) and involve teachers in trying out a specific teaching skill, typically in settings of reduced complexity.”

“…have been shown to support teachers’ attention to student thinking through repeated opportunities to enact and reflect on teaching while also getting real-time feedback from teacher educators and peers (Davis et al., 2017; Grossman et al., 2009; Kazemi et al., 2016; Lampert et al., 2013).”

“Scripting tasks highlight key aspects like anticipating student thinking, feed‑ back, and class discussion while leaving classroom management, atmosphere, and pedagogy in the background (Grossman et al., 2009).”

“The field of teacher education has increasingly focused on articulating processes and pedagogies that can support such shifts (Grossman et al., 2009; McDonald et al., 2013).”

“…of science teacher preparation is equipping prospective teachers with the necessary skills to succeed in their first year of teaching, including questioning and discussion skills (Ball & Forzani, 2009; Cumhur & Matteson, 2017; Grossman et al., 2009; Karsenti & Collin, 2011; NGSS Lead States, 2013).”

“…to focus on a core set of clinical practices that integrate disciplinary knowledge and pedagogical strategies (Grossman, Compton, et al., 2009; Grossman, Hammerness, et al., 2009), a rich body of research in mathematics teacher education has examined how to support teachers to skillfully…”

“Grossman et al. (2009) identified three components to serve as an initial framework for pedagogies in practice-based teacher education: representation, decomposition, and approximations of practice.”

“Research has highlighted how analysis of video can support teacher growth in each of these areas (e.g., Borko et al., 2008; Grossman et al., 2009; Nilsson & Loughran, 2012; Roth et al., 2011; Sherin & Van Es, 2009).”

“Focusing on how to prepare PSTs to learn to use knowledge in action (Ball & Forzani, 2009; Grossman, 2011; Grossman et al., 2009; Lampert, 2010), the use of these various supervision practices allowed us to acknowledge the complexity of how developing teachers come to”

“A successful science and mathematics teacher must have deep content knowledge (Blackley and Howell 2015; Munby et al. 2001; van Driel et al. 2001) articulated with knowledge of how to effectively teach content to students (Grossman et al. 2009; Shulman 1987).”

“A now-popular taxonomy of practice-based pedagogies to learn the work of teaching, proposed by Grossman, Hammerness, and McDonald (2009), comprises three elements: representations of practice (i.e., making practice visible by analyzing videos, or other practicerecords like teacher or student work);…”

“However, recent investigations have favoured the resolution of this problem through the diagnosis of a number of elements that must be combined when evaluating the characteristics of teaching practices (Ball and Forzani, 2009; Darling-Hammond and Bransford, 2005; Grossman et al., 2009).”

“the practices, rehearse or “approximate” them with fellow teachers and coaches, and then reflect on and revise their approaches (Grossman et al., 2009).”

“However, recent studies have suggested that this is not true of many practicum courses (Farrell, 2003; Grossman et al., 2009; Korthagen, 2010; Zeichner, 2010).”

“Core practices are research based, complex, used across curricula, can be mastered by novices, foster student learning, and occur frequently (Grossman et al., 2009b).”

“Current research shows that PSTs enter teacher preparation programs with a skewed vision and belief system related to the teaching and learning of mathematics formed by previous negative experiences (Greshman, 2009; Grossman et al., 2009).”

“According to Grossman et al. (2009), teacher education has responded to this final turn towards the cognitive focus by shifting its emphasis from skills to knowledge and reflection.”

“This finding appears to support the proposal of Grossman et al. (2009) that theory and methods courses be integrated in curricula by teaching from a clinical perspective to offer students a more practical experience.”

“Grossman et al. (2009) proposed a framework for practice-based instruction that draws on three pedagogical approaches: representation of teaching (e.g., modelling, examining video or written case exemplars); decomposition of practice (e.g., focus on core/high–leverage practices); and approximation…”

“…some well-known innovations focus on the divide between educational theory and practice, advocating for more practice-based pedagogies for PSTs within teacher preparation courses (Ghousseini, 2017; Grossman et al., 2009; Lam-pert et al., 2013; Star & Strickland, 2008; Stroupe & Gotwals, 2018).”

“When teachers do get feedback on their instruction, it is often too complicated, confusing, or so infrequent that it fails to lead to real improvements (Grossman et al., 2009b; Reich, 2022).”

“Research has reported on the complexity of integrating theory and practice for pre-service teachers, focusing on the curricular divide between placement and theory courses as well as the separation between the university and schools (Grossman et al., 2009; Resch et al. 2024).”

“A proficient teacher needs to acquire not just the “ what ” but also the “ how ” of teaching (Grossman et al., 2009), but how to enable teachers to undergo practical training in diverse teaching environments remains a key challenge (Dille & Røkenes, 2021).”

“Clinical simulations represent a pedagogy of experiential learning in which learners hone their skills through trial and error in a safe environment (Grossman, Hammerness, and McDonald 2009) by practicing real-life scenarios with the aid of professional actors who play the ‘standardised other’…”

“Their stipulations for an ideal observational tool, namely that it ought to be applied to a content-specific, high-value, and complex practice, dovetail with the language used to describe core instructional practices (e.g., Ball & Forzani, 2009; Grossman, Hammerness, et al., 2009).”

“A significant area of focus in the field of training mathematics teachers is the ability to observe and understand students’ mathematical thinking (e.g., Ball & Forzani, 2009; Feiman-Nemser, 2001; Grossman et al., 2009).”

“The results implied the importance of orchestrating collaborative learning activities effectively in online teacher training programs to support preservice teachers in enhancing critical thinking skills and experiencing meaningful practice (Grossman, Hammerness, and McDonald 2009; Thabane 2019).”