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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Claims other papers make about this one
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In the citing paper
“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
Cites
Those Who Understand: Knowledge Growth in Teaching
SHULMAN, L. S. (1986) · Educational Researcher · doi:10.3102/0013189x015002004 · Cited by 18,546
Linking Theory and Practice: Changing the Pedagogy of Teacher Education
Korthagen, F. A. J., & Kessels, J. P. A. M. (1999) · Educational Researcher · doi:10.3102/0013189x028004004 · Cited by 1,266
Back to the Future: Directions for Research in Teaching and Teacher Education
Grossman, P., & McDonald, M. (2008) · American Educational Research Journal · doi:10.3102/0002831207312906 · Cited by 1,164 · cited 3×
“At this point, we do not yet have a welldeveloped framework for parsing teaching (c.f. Grossman & McDonald, 2008).”
BackgroundInfluentialSelf-citationLinguistically Responsive Teacher Education
Lucas, T., Villegas, A. M., & Freedson-Gonzalez, M. (2008) · Journal of Teacher Education · doi:10.1177/0022487108322110 · Cited by 657 · cited 1×
“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 ).”
Background
Research works printed but not linked: 39
- 10.1086/461730 · DOI
- Ball D.L., 1999, Multiple perspectives on mathematics teaching and learning, 83
- Chaiklin S., 1996, Understanding practice: Perspectives on activity and context
- Darling‐Hammond L., 1994, Professional development schools: Schools for developing a profession
- Darling‐Hammond L., 2005, Preparing teachers for a changing world: What teachers should learn and be able to do
- Darling‐Hammond L., 2007, Powerful teacher education
- Ericsson K.A., 2002, The pursuit of excellence in education, 21
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- 10.1086/444230 · DOI
- Hammerness K., 2002, Teaching Education, 13, 219, 10.1080/1047621022000007594 · DOI
- Kazemi E., 2008, Fostering productive mathematical discussions in the classroom
- Kazemi E., 2007, Conceptualizing and using routines of practice in mathematics teaching to advance professional education: Report to the Spencer Foundation
- Korthagen F.A.J., 2001, Linking practice and theory: The pedagogy of realistic teacher education, 32, 10.4324/9781410600523 · DOI
- Lampert M., 2001, Teaching problems and the problem of teaching
- Lampert M., Paper presented at the annual meeting of the American Educational Research Association
- Lampert M., Paper presented at the annual meeting of the American Educational Research Association
- Lauren L., 2001, Qualitative reading inventory‐3
- Leinhardt G., 2004, Handbook of research on teaching, 333
- Leinhardt G., 2005, Cognition and Instruction, 23, 87, 10.1207/s1532690xci2301_4 · DOI
- Lewis J., Paper presented at the annual meeting of the American Educational Research Association
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- Nystrand M., 1996, Opening dialogue: Understanding the dynamics of language and learning and in the English classroom
- O’Connor M.C., 1993, Anthropology & Education Quarterly, 24, 318, 10.1525/aeq.1993.24.4.04x0063k · DOI
- Roeser R., 2002, Teaching Education, 13, 155, 10.1080/1047621022000007567 · DOI
- Ronfeldt M., 2008, Crafting core selves during professional preparation
- Rosaen C., 2008, Handbook of research on teacher education: Enduring questions in changing contexts, 706
- Schön D.A., 1987, Educating the reflective practitioner
- Scott S.E., Paper presented at the annual meeting of the American Educational Research Association
- Sleep L., 2007, Learning to do the work of teaching in a practice‐based methods course
- Smagorinsky P., 2003, Teachers College Record, 105, 1399, 10.1111/1467-9620.00296 · DOI · Paper page
- Stigler J.W., 1999, The teaching gap: Best ideas from the world’s teachers for improving education in the classroom
- Sykes G., 1992, Review of research in education, 18, 457
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Cited by
Sorted by citations
Almulla, M. A. (2020) · SAGE Open · doi:10.1177/2158244020938702 · Cited by 1,278
“…some teacher educators who have attempted to ensure that teachers can advance practices in ambitious directions, so that all students, particularly those who were previously underserved by schools, can experience opportunities for rich learning (e.g., Ball & Forzani, 2009; Grossman et al., 2009).”
BackgroundLearning Teaching in, from, and for Practice: What Do We Mean?
Lampert, M. (2010) · Journal of Teacher Education · doi:10.1177/0022487109347321 · Cited by 661
“The term enactment as a proxy for adding attention to practice to more academic work in learning teaching comes up again in a current critique by Grossman, Hammerness, and McDonald (2009), who argue that “taking clinical practice seriously will require us to add pedagogies of enactment to our…”
BackgroundCore Practices and Pedagogies of Teacher Education
Mcdonald, M., Kazemi, E., & Kavanagh, S. (2013) · Journal of Teacher Education · doi:10.1177/0022487113493807 · Cited by 657
Self-citationLampert, M., Franke, M. L., Kazemi, E., Ghousseini, H. N., Turrou, A. C., Beasley, H., Cunard, A., & Crowe, K. (2013) · Journal of Teacher Education · doi:10.1177/0022487112473837 · Cited by 767
A review of research exploring teacher preparation for the digital age
Starkey, L. (2020) · Cambridge Journal of Education · doi:10.1080/0305764x.2019.1625867 · Cited by 492
“…digital technology, it may be of limited value unless it is one stage within approximations of practice, where students are purposefully sca ff olded from using digital tools to being able to apply tools within their teaching practice in a classroom context (Grossman, Hammerness, & McDonald, 2009).”
Background
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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