The DOI matches its Crossref record; 11 of the 11 references it cites were found in a registry or an index.
Keeping It Complex: Using Rehearsals to Support Novice Teacher Learning of Ambitious Teaching
Abstract
We analyze a particular pedagogy for learning to interact productively with students and subject matter, which we call “rehearsal.” Our goal is to specify a way in which teacher educators (TEs) and novice teachers (NTs) can interact around teaching that is both embedded in practice and amenable to analysis. We address two main research questions: (a) What do TEs and NTs do together during the kind of rehearsals we have developed to prepare novices for the complex, interactive work of teaching? and (b) Where, in what they do, are there opportunities for NTs to learn to enact the principles, practices, and knowledge entailed in ambitious teaching? We detail what happens in rehearsals using quantitative and qualitative methods. We begin with the results of our quantitative analyses to characterize how typical rehearsals were structured and what was worked on. We then show how NTs and TEs worked together to enable novices to study principled practice through qualitative analyses of a particularly salient aspect of ambitious teaching, namely, eliciting and responding to students’ performance.
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Citations
Cites
The role of deliberate practice in the acquisition of expert performance
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993) · Psychological Review · doi:10.1037/0033-295x.100.3.363 · Cited by 9,564 · cited 1×
“We were interested in identifying the kind of guidance and feedback provided by TEs during rehearsal to better understand what could be meant by the deliberate practice in the learning of teaching (Ericsson et al., 1993).”
BackgroundAssessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152 · cited 1×
“…involves building mathematical and social relationships in which it is possible to continuously assess and adapt teaching to what students know and are able to do (Black & Wiliam, 1998a, 1998b, 2012; Moss, Pullin, Gee, Haertel, & Young, 2008; Wehlage, Newmann, & Secada, 1996; Wiliam, 2011a, 2011b).”
BackgroundInside the Black Box: Raising Standards through Classroom Assessment
Black, P., & Wiliam, D. (2010) · Phi Delta Kappan · doi:10.1177/003172171009200119 · Cited by 4,231
Reconceptualizing Organizational Routines as a Source of Flexibility and Change
Feldman, M. S., & Pentland, B. T. (2003) · Administrative Science Quarterly · doi:10.2307/3556620 · Cited by 4,020 · cited 1×
“Learning to make judgments about what to do in a particular situation not only involves learning about students and how they engage with content but also requires learning to appreciate which elements of the situation matter (Feldman & Pentland, 2003).”
BackgroundDeliberate practice and acquisition of expert performance: a general overview
Anders Ericsson, K. (2008) · Academic Emergency Medicine · doi:10.1111/j.1553-2712.2008.00227.x · Cited by 1,975 · cited 1×
“…Ericsson and his colleagues claim that a balance between the conceptual and the practical is learned though deliberate practice, a kind of instruction in and for practice that they have studied extensively in multiple complex domains (Ericsson, 2002, 2008; Ericsson, Krampe, & Tesch-Romer, 1993).”
BackgroundRedefining teaching, re-imagining teacher education
Grossman, P., Hammerness, K., & McDonald, M. (2009) · Teachers and Teaching · doi:10.1080/13540600902875340 · Cited by 1,759
What is assessment for learning
Wiliam, D. (2011) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2011.03.001 · Cited by 1,282
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 1×
“At our three sites, TEs work with novices on the IAs in settings designed to support repeated CEIs, where novices repeatedly go back and forth between investigating teaching and enacting it (Grossman & McDonald, 2008; Lampert & Graziani, 2009).”
BackgroundTeaching Problems and the Problems of Teaching
(2002) · Choice Reviews Online · doi:10.5860/choice.39-4714 · Cited by 983
Horn, I. S., & Little, J. W. (2010) · American Educational Research Journal · doi:10.3102/0002831209345158 · Cited by 762
Cited by
Garrett, R., Citkowicz, M., & Williams, R. (2019) · Review of Research in Education · doi:10.3102/0091732x19830634 · Cited by 48
Daniel, S. M., & Pray, L. (2017) · TESOL Quarterly · doi:10.1002/tesq.347 · Cited by 38
Challenging approaches: Sharing and responding to weak digital heuristics in class discussions
McGrew, S. (2021) · Teaching and Teacher Education · doi:10.1016/j.tate.2021.103512 · Cited by 37
(2016) · ODU Digital Commons (Old Dominion University) · Cited by 26
A conceptual synthesis on approximations of practice in mathematics teacher education
Sapkota, B., & Max, B. (2024) · Research in Mathematics Education · doi:10.1080/14794802.2023.2207088 · Cited by 18
Klette, K., Hammerness, K., & Jenset, I. S. (2017) · Acta Didactica Norge · doi:10.5617/adno.4730 · Cited by 15
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
Masters, H. L., Lottero‐Perdue, P. S., Placa, N., Galindo, E., Mikeska, J. N., & Howell, H. (2025) · School Science and Mathematics · doi:10.1111/ssm.12685 · Cited by 2
Li, J., & Hu, W. (2026) · International Journal of Applied Linguistics · doi:10.1111/ijal.12793 · Cited by 2
Metadata
- Authors
- Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Turrou, A. C., Beasley, H., Cunard, A., & Crowe, K.
- Venue
- Journal of Teacher Education
- Publisher
- SAGE Publications
- Published
- 2013-02-04
- Volume
- 64
- Issue
- 3
- Pages
- 226-243
- ISSN
- 0022-4871 (ISSN-L)
- 1552-7816
- OpenAlex
- W2102143840
- Cited by
- 677
- References
- 11
- FWCI
- 172.40
- Type
- journal article
- Language
- en
- Open access
- closed
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