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
Citations
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McLeod, R., Chai, Z., Malmburg, D. B., Chang, Y.-C., Hunt, N., O'Grady, C. E., Tomeny, K. R., Oh, J. R., & Bhattashali, A. (2024) · Journal of Special Education Preparation · doi:10.33043/a4yz726r · Cited by 4
“Early childhood and early childhood special education (EC/ECSE) teacher candidates need ongoing, in-context support in field experiences to implement interventions effectively with children (Grossman et al., 2009; Joyce & Showers, 2002).”
BackgroundHarkins-Brown, A. R., Gillon, N., & Schanbacher, A. (2024) · Education sciences · doi:10.3390/educsci14050475 · Cited by 4
Developing assessment literacy of future mathematics teachers: An integrative approach
Shmigirilova, I., Rvanova, A. S., Tadzhigitov, A., & Kopnova, O. (2024) · The Education and science journal · doi:10.17853/1994-5639-2024-3-91-122 · Cited by 4
Perroni, N. S. Y. (2024) · Teaching and Teacher Education : An International Journal of Research and Studies · doi:10.1016/j.tate.2023.104412 · Cited by 4
Mazibe, E. (2023) · Journal of Science Teacher Education · doi:10.1080/1046560x.2023.2262841 · Cited by 4
“However, the focus of many teacher education programs is on theoretical knowledge, with the belief that teaching experience will be obtained during teaching practice internships (Grossman et al., 2009).”
BackgroundRouse, A. G., Young, M. K., & Gifford, D. B. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1214086 · Cited by 4
Teaching Avatars on Controversial Issues: Lessons Learned
Hansson, P.-O., Samuelsson, M., & Höög, M. (2023) · IAFOR Journal of Education · doi:10.22492/ije.11.2.03 · Cited by 4
“Grossman, Hammerness, and McDonald (2009) emphasize that teacher education needs to help students make this connection.”
InfluentialUsing Performance Tasks to Provide Feedback and Assess Progress in Teacher Preparation
Phelps, G., Kinsey, D., Florek, T., & Jones, N. P. (2023) · ETS Research Report Series · doi:10.1002/ets2.12371 · Cited by 4
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“In this line of work, researchers attempted to identify the core practices for each discipline (Ball & Forzani 2009; Grossman et al. 2009).”
BackgroundResponsive Teaching and the Instructional Reasoning of Expert Elementary Mathematics Teachers
Lindstrom, D. L., & Selmer, S. J. (2022) · Education Sciences · doi:10.3390/educsci12050350 · Cited by 5
The Relationship between Theory and Practice: An Examination Based on Pre-Service Teachers' Beliefs
Özmutlu, E. B. (2022) · Journal of Qualitative Research in Education · doi:10.14689/enad.30.10 · Cited by 9
“It is possible to see similar suggestions in the studies by Grossman et al. (2009) and Korthagen (2011), who proposed models for integrating theory and practice in teacher education programmes.”
BackgroundWomen in Online Science Fiction Fandoms: Psychological Well-Being
Anderson, C., van Asselt, K. V., & Willis, B. J. (2022) · Journal of Counseling Research & Practice · doi:10.56702/uryu3207 · Cited by 4
Brief Training and Intensive Mentoring Guide Postdoctoral Scholars to Student-Centered Instruction
Price, R., Self, C. J., Young, W. C., Klein, E. R., Al‐Noori, S., Ma, E. Y., & DeMarais, A. A. (2021) · CBE—Life Sciences Education · doi:10.1187/cbe.21-03-0083 · Cited by 4
Sæleset, J., & Friedrichsen, P. (2021) · Journal of Science Teacher Education · doi:10.1080/1046560x.2021.1971859 · Cited by 4
“Grossman et al. (2009) called for teacher education to undo divisions between university and K-12 schools.”
BackgroundInfluentialPrincipals’ Leadership of Mathematics Teachers’ Professional Development
Braseth, E. A. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.697231 · Cited by 4
PRÁTICAS FORMATIVAS NA FORMAÇÃO INICIAL DOCENTE: O CASO DO CONSÓRCIO DE PRÁTICA ESSENCIAL
Born, B., Moriconi, G., & Louzano, P. (2021) · Educação em revista · doi:10.1590/0102-4698235838 · Cited by 4
“When Things Get Messy”: New Models for Clinically Rich and Culturally Responsive Teacher Education
Ginsberg, A. E., Gasman, M., & Samayoa, A. C. (2021) · Teachers College Record · doi:10.1177/016146812112300407 · Cited by 4
“In sum, the gaps and disconnects between coursework and clinical practice leaves many candidates feeling confused, unsupported, and underprepared for teaching (Ball & Forzani, 2009; Grossman et al., 2009; Zeichner, 2010).”
BackgroundCurricular Knowledge as a Resource for Responsive Instruction: A Case Study
Robertson, A. D., Gray, K., Lovegren, C. E., Killough, K. L., & Wenzinger, S. T. (2020) · Cognition and Instruction · doi:10.1080/07370008.2020.1832096 · Cited by 4
“…p. 277) or “ambitious teaching” (Windschitl, Thompson, Braaten, & Stroupe, 2012, p. 880) practice, one that is central to the profession of teaching and consequential for student learning (Ball & Forzani, 2009; Grossman et al., 2009; McDonald, Kazemi, & Kavanagh, 2013; Windschitl et al., 2012).”
BackgroundPosisjonering i kunnskapsrelasjoner: En kasusstudie om FoU-veiledning i grunnskolelærerutdanningen
Olsen, R. (2020) · Nordisk tidsskrift for utdanning og praksis · doi:10.23865/up.v14.2213 · Cited by 4
Defining and designing impact consciousness in teacher education
Kertesz, J., & Brett, P. (2019) · Teaching Education · doi:10.1080/10476210.2019.1583728 · Cited by 5
Studying Program Effectiveness in Preparing Teachers for English Learners
Dubetz, N., & Collett, J. (2020) · Action in Teacher Education · doi:10.1080/01626620.2019.1650400 · Cited by 4
“Building upon the work of Grossman, Hammerness, and McDonald (2009) as well as McDonald et al. (2013) that identified criteria for establishing a set of common practices for teacher preparation, we suggest a set of criteria for identifying what we refer to as core-teaching practices for effectively…”
MethodPhelps-Gregory, C. M., & Spitzer, S. M. (2020) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-020-09469-x · Cited by 4
Sprowls, E. D. (2020) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.v21i1.2079 · Cited by 3
“Volume 21, Number 1 2 Pedagogical practices that create routines or tools for student collaboration and elicit student participation can help make secondary science education and outreach more inclusive for both students and outreach volunteers (11, 12).”
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Yee, S. P., Otten, S., & Taylor, M. (2018) · doi:10.1080/19477503.2017.1378554 · Cited by 4
Improving Teacher Practice‐based Knowledge
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Explore for More: Enhancing Students’ Literacy through a School-Family-University Partnership
Peters, M. P., Fain, J. G., & Duncan, S. (2018) · International Journal of Education and Literacy Studies · doi:10.7575/aiac.ijels.v.6n.3p.9 · Cited by 4
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Cabrita, I. (2018) · Cadernos de Pesquisa · doi:10.1590/198053145045 · Cited by 4
Reform-Oriented Collaborative Inquiry as a Pedagogy for Student Teaching in Middle School
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Taking it to the Streets: Teaching Methods and Curriculum Courses On-Site with Partner Schools
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“…link research and practice through many of our partnership efforts, including our course that meets on-site, as teacher candidates need multiple opportunities to assume the role of the teacher and to test out practices and methods in genuine settings and field experiences (Grossman et al., 2009).”
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Voices from Chinese teacher-educators
Gu, Y.-Q., & Wu, Y. (2014) · doi:10.1177/1362168813505935 · Cited by 4
Using and Adapting Simulated Teaching Experiences to Support Preservice Teacher Learning
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Pedagogical Tasks Toward Extending Mathematical Knowledge: Notes on the Work of Teacher Educators
Zazkis, R., & Marmur, O. (2021) · Research in mathematics education · doi:10.1007/978-3-030-62408-8_5 · Cited by 4
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TeachLivE™ and Teach Well: Simulations in Teacher Education
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Pedagogy of Teacher Education in Exemplary Programs
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Riastini, P. N., Widowati, A., Ratnasari, Y., & Darma, I. K. (2019) · International Conference on Educational Research and Innovation (ICERI) · doi:10.2991/iceri-18.2019.50 · Cited by 4
“Technological skills are also important for the teachers to create better learning environments Altınay-Gazi and Altınay-Aksal, in [16] and deliver materials in different ways in the classroom [17].”
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Transforming Lesson Design through Animation: Preservice Mathematics Teachers' Plan-Imations
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Trent, J. (2023) · Australian Journal of Teacher Education · doi:10.14221/1835-517x.6124 · Cited by 4
Zharylgassova, P., Saparbaikyzy, S., Tulenova, U., Gulash, K., Smatova, K., & Mkilima, T. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1875842 · Cited by 3
Suhr, M. P., Erickson, S., Kelcey, B., Jones, N. D., Cohen, J., & McLean, L. (2026) · Educational Assessment · doi:10.1080/10627197.2026.2666090 · Cited by 2
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“The disconnection between theoretical knowledge acquisition and practical application capabilities continues to widen, necessitating innovative pedagogical approaches that bridge this critical gap in teacher preparation programs 7 .”
Baumgartner, M., Berthold, C., & Jeisy, E. (2025) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-025-01358-4 · Cited by 4
“…of PE teachers—in effective university teaching and learning arrangements—a targeted combination of coursework and fieldwork (e.g., Baumgartner 2017; Brataas and Jenset 2023; Grossman et al. 2009) in which a connection to the PSTs’ own teaching practice is established proves to be effective.”
Becoming teachers: embedded methods courses and teachers’ voices
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“High-quality ITE with a robust curriculum, integration of theory and practice, and regular feedback from skilled educators significantly affect teaching quality (Darling-Hammond, 2006; Grossman et al., 2009).”
Rutten, L., Butville, D., Wolkenhauer, R., & Dvir, B. (2025) · Teaching and Teacher Education : An International Journal of Research and Studies · doi:10.1016/j.tate.2025.105017 · Cited by 3
Understanding Teacher Candidates’ Critical Curation of STEM+C Instruction Using Equity Pedagogy
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“The video cases allowed the course instructor to provide participants approximations of practice to learn from and help the TCs break apart the key pieces through decomposition of practice (Grossman et al., 2009).”
Dack, H., Rogelberg, S. L., Cash, A. H., & Fitchett, P. G. (2025) · RMLE Online · doi:10.1080/19404476.2025.2484492 · Cited by 4
“Grossman et al. (2009, 2018) advocated the use of three pedagogies of enactment for PBTE: representations of practice, which provide images of the practice in action for observation; decomposition of practice, in which the practice’s components illustrated in the representation are deconstructed…”
Joswick, C., McMillan, B. G., & Conner, K. A. (2025) · Teaching and Teacher Education : An International Journal of Research and Studies · doi:10.1016/j.tate.2024.104908 · Cited by 3
Rotem, S.-H. (2025) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-025-09684-4 · Cited by 3
“Researchers suggest that it is important for pre-service mathematics teachers (hereinaf-ter PSTs) to acquire these noticing skills early in their teacher preparation to be able to use them later in their professional lives (e.g., Grossman et al., 2009; Stockero & Van Zoest, 2013).”
Tools to support learning to plan discussions that promote students’ mathematical reasoning
Ødegaard, R. P., Arnesen, K., & Langfeldt, M. B. (2024) · Journal of Mathematics Teacher Education · doi:10.1007/s10857-024-09668-w · Cited by 3
Beginning Teachers and Strategies for Asset-Based Pedagogy
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Kidwell, T. (2024) · TESOL journal · doi:10.1002/tesj.907 · Cited by 3
Leshin, M. S., LaMar, T., & Boaler, J. (2024) · Education Sciences · doi:10.3390/educsci14111229 · Cited by 4
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“It also involves teacher educators fulfilling roles such as curriculum developer (Grossman, Hammerness, & McDonald, 2009), researcher (Lunenberg et al., 2014), and gatekeeper (Smith, 2007) within which their associated practices emerge in a complex interplay between curriculum, pedagogy, and…”
Haukanes, S. (2024) · Discover Education · doi:10.1007/s44217-024-00280-x · Cited by 3
Moreno, M., Llinares, S., & Santonja, P. (2024) · JME (Journal of Mathematics Education) · doi:10.22342/jme.v15i4.pp1131-1152 · Cited by 3
“Research indicates that some teacher educators advocate for the adoption of practice-based teacher education to better align teacher preparation with core practices (Grossman et al., 2009; Hiebert et al., 2007; Zeichner, 2012).”
Unleashing creativity in STEM teacher education through scripting task pedagogy
Milner-Bolotin, M., & Zazkis, R. (2024) · Future in Educational Research · doi:10.1002/fer3.52 · Cited by 3
“As such, scriptwriting can be seen as a possible instantiation of approximation of practice, in including ‘opportunities to rehearse and enact discrete components of complex practice in settings of reduced complexity’ (Grossman et al., 2009, p. 283).”
Aga, Z. G. (2024) · The Educational Forum · doi:10.1080/00131725.2024.2368890 · Cited by 2
“…allowing PTs to learn about the teaching practices of in-service teachers (Allen & Wright, 2014; Ball & Forzani, 2009; Brouwer & Korthagen, 2005; Darling-Hammond, 2006; Forzani, 2014; Grossman, Compton, et al., 2009; Grossman, Hammerness, et al., 2009; Horn & Campbell, 2015; Lampert et al., 2013).”
Hartmann, U., & Schellenbach-Zell, J. (2024) · Unterrichtswissenschaft · doi:10.1007/s42010-024-00202-8 · Cited by 3
“Die gemeinsame Ent-K wicklung wissenschaftlich gestützter Core Practices für die Lehrkräftebildung und die Verständigung verschiedener Vertreter*innen der Ausbildungsinstitutionen über einen entsprechenden Kanon, der in verschiedenen Phasen vermittelt und eingeübt werden kann (Schellenbach-Zell et al. im Druck), kann…”
Westbroek, H. B., de Vries, B., Kaal, A. A., & McDonnell, M. (2024) · Education Sciences · doi:10.3390/educsci14050458 · Cited by 6
“Firstly, we have organized our curriculum around core practices that steer both theoretical exploration and practical skill learning at the same time [10,15,16].”
BackgroundSide-by-side coaching: Decomposing a practice-embedded teacher learning opportunity
Munson, J., Baldinger, E. E., Altshuler, M., & Lee, H. S. (2024) · Learning, Culture and Social Interaction · doi:10.1016/j.lcsi.2024.100807 · Cited by 3
What graduates want in teacher education
Bengmark, S., Fainsilber, L., & Gustafsson, T. (2024) · Scandinavian Journal of Educational Research · doi:10.1080/00313831.2024.2318651 · Cited by 3
“One way to accomplish that may be to more clearly let theory be grounded in practice during ITE, as suggested by Grossman et al. (2009), Jenset (2020) and Ball and Forzani (2009).”
O’Toole, M., Doyle, A. J., Collins, N., Sullivan, C., Mulhall, C. M., Condron, C. M., Doherty, E. M., & Eppich, W. (2024) · Medical Teacher · doi:10.1080/0142159x.2024.2311863 · Cited by 7
“In court, lawyers persuade based on their ability to construct clear concise arguments (Strevens et al. 2014), and teachers convey important lessons by engaging pupils in storytelling and other interactions (Grossman et al. 2009).”
Addleman, R. A., Waugh, E. H., Siebert, C. J., & Thornhill, S. M. S. (2024) · The Teacher Educator · doi:10.1080/08878730.2023.2289882 · Cited by 4
Parsing Coaching Practice: A Systematic Framework for Describing Coaching Discourse
Boguslav, A. (2024) · AERA Open · doi:10.1177/23328584241263861 · Cited by 6
“…the structure of published frameworks of teaching practice, which have helped researchers refine their understanding of high-quality teaching practice and are shaping teacher education (Boerst et al., 2011; Cohen, 2015; Grossman & McDonald, 2008; Grossman et al., 2009; Lampert & Graziani, 2009).”
Karkar-Esperat, T. M., & Bollinger, C. B. (2023) · E-Learning and Digital Media · doi:10.1177/20427530231202958 · Cited by 3
“Grossman et al. (2009) proclaimed the importance of teacher educators attending to the “ clinical aspects of practice and experiment with how to best help novices develop skilled practice ” (p. 274).”
Khan, Z., & Umrani, S. (2023) · Journal of social sciences and media studies · doi:10.58921/jossams.07.01.0255 · Cited by 3
“Similarly, Grossman, Hammerness, and McDonald (2009) have informed the lack of connection between theory and practice and need of training programmes.”
BackgroundKruse-Weber, S., Bucura, E., & Tumler, M. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.1096188 · Cited by 6
Cooper, R., Carpendale, J., Cutler, B., Berry, A. K., & Mitchell, I. (2023) · Professional Development in Education · doi:10.1080/19415257.2023.2229345 · Cited by 3
“The broad aim of a Core Practices approach is 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 .”
BackgroundThanks for coming in, Ms. Wilson: A qualitative case study of simulated school counseling encounters
Kozak, K. T., Peters, H. C., Luke, M. M., & Dotger, B. H. (2023) · Journal of Counselor Leadership and Advocacy · doi:10.1080/2326716x.2023.2221228 · Cited by 8
“As such, SIMs serve as approximations of practice (Grossman et al., 2009) by approximating the situa-”
MethodLavonen, J., Ramsaroop, S., Loukomies, A., Petersen, N. F., & Henning, E. (2023) · Asia-Pacific Journal of Teacher Education · doi:10.1080/1359866x.2023.2197189 · Cited by 3
“In general, teachers’ knowledge covers pedagogy, subject matter, curriculum and learners (Grossman et al., 2009), as described in detail in the literature review section.”
Background“Protected Teaching Spaces”: Opportunities and Constraints When Teaching for the edTPA
Lohwasser, K., Long, C., Shim, S., & Windschitl, M. (2023) · Educational Evaluation and Policy Analysis · doi:10.3102/01623737231162112 · Cited by 4
“It is widely noted how strongly these clinical experiences influence PSTs’ learning (Anderson & Stillman, 2013; Grossman et al., 2009; National Academies of Sciences, Engineering, and Medicine, 2020).”
BackgroundTeacher Educators’ Learning in Mediated Field Experiences
Heckathorn, J., & Sharpe, C. J. (2023) · The Teacher Educator · doi:10.1080/08878730.2023.2184888 · Cited by 4
“As such, MFEs are a model of practice-based teacher education (Grossman et al., 2009; Kazemi et al., 2009) aimed at supporting TCs to develop an initial repertoire of “core” practices while maintaining attention to the importance of the “surround” (Dutro & Cartun, 2016).”
Selmer, S., Lindstrom, D. L., & Lampen, E. (2022) · Education sciences · doi:10.3390/educsci12100656 · Cited by 3
A new learning community for educating future teachers: Online Laboratory School
Tunç-Pekkan, Z., & Taylan, R. D. (2022) · International Journal of Mathematical Education in Science and Technology · doi:10.1080/0020739x.2022.2081627 · Cited by 7
“Recent research provides evidence that teacher education programs should provide more opportunities for PSTs to integrate theoretical and practical knowledge (Grossman et al., 2009).”
BackgroundSchellenbach‐Zell, J. (2022) · Unterrichtswissenschaft · doi:10.1007/s42010-022-00146-x · Cited by 3
“…der reflexive Umgang mit schulischen Situationen eine Schlüsselkomponente praxisorientierter Lehrkräftebildung dar, wie sie in den letzten Jahren verstärkt gerade im angloamerikanischen Sprachraum diskutiert wurde (z.B. Schneider Kavanagh et al. 2020; Grossman et al. 2009; McDonald et al. 2013).”
BackgroundHunkin, E., & Carmel, J. (2022) · Journal of Early Childhood Teacher Education · doi:10.1080/10901027.2021.2012542 · Cited by 3
“This suggests that the existing HE programmatic structures known to limit pedagogical approaches (Grossman et al., 2009) like time and place constraints, need not stymy playful pedagogies.”
BackgroundNy praksisform i lærerutdanningen: Analysepraksis for forsknings- og profesjonsforberedelse
Jenset, I. S., & Balas, M. B. (2021) · Acta Didactica Norden · doi:10.5617/adno.8153 · Cited by 3
Woods, D. M. (2021) · International Journal of Technology in Education · doi:10.46328/ijte.148 · Cited by 3
Hawkins, L. K., Martin, N. M., Bottomley, D., Shanahan, B., & Cooper, J. (2021) · Literacy Research and Instruction · doi:10.1080/19388071.2021.1941445 · Cited by 3
“Core practices are authentic, high-frequency, research-based, student-focused, and widely-applicable practices derived through identification and decomposition of teachers’ teaching which can anchor PSTs’ learning (e.g., Grossman et al., 2009).”
BackgroundSimuleringsträning utvecklar lärarstudenters yrkesspecifika kunskaper
Thorsten, A., Samuelsson, J., & Samuelsson, M. (2021) · Högre Utbildning · doi:10.23865/hu.v11.2702 · Cited by 3
“Träningen där studiekamrater agerar elever har som främsta utmaning att det är svårt för andra studenter att på ett realistiskt sätt agera elev (Cohen et al., 2020; Grossman et al., 2009).”
BackgroundInfluentialLearning to Launch Cognitively Demanding Tasks: A Practice-Based Unit for Secondary Methods
Creager, M., Snider, R. B., & Parrish, C. W. (2021) · Mathematics Teacher Educator · doi:10.5951/mte.2019.0002 · Cited by 3
Mathematics and science teacher training program improves inquiry practices for teachers
Cribbs, J., Day, M. M., Duffin, L. C., & Cowley, K. S. (2020) · School Science and Mathematics · doi:10.1111/ssm.12437 · Cited by 2
Matsumoto-Royo, K., & Ramírez-Montoya, M. (2020) · Technological Ecosystem for Enhancing Multiculturality · doi:10.1145/3434780.3436557 · Cited by 3
Flores, M. (2020) · Nordic Journal of Comparative and International Education · doi:10.7577/njcie.3777 · Cited by 3
“separation between foundational and methods courses within ITE and in particular the disconnect between theoretical and practical knowledge (Grossman et al., 2009), as well as the tensions between the professional and academic logic of teacher education and the curricular organisation of time and space of each compone…”
Background«Korleis tenkte du no?» Frå øving til gjennomføring i grunnskulelærarutdanninga
Kulild, M. (2020) · Uniped · doi:10.18261/issn.1893-8981-2020-02-06 · Cited by 3
Holmbukt, T. E., & Son, M. (2020) · Acta Didactica Norden · doi:10.5617/adno.7924 · Cited by 4
Core Practices and Philosophy of Education: Balancing Effectiveness with Goodness
Frank, J. M., & McDonough, J. (2020) · Teachers College Record · doi:10.1177/016146812012200402 · Cited by 3
Identifying High-Impact Practices of Learning Communities that Foster Collective Professional Growth
Martin, R., O'Hara, S., Bookmyer, J., & Newton, R. N. (2020) · The New Educator · doi:10.1080/1547688x.2020.1739790 · Cited by 3
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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