The CPC is engaging in design-based research across our respective institutions. Design-based research allows us to investigate the development of the tools and resources needed by teacher educators to cultivate core practices in teacher candidates. We have two main objectives:
- To study and develop common language concerning the core practices of K-12 teaching.
- To systematically investigate the implementation of teacher education pedagogies that can support the development of these core practices in pre-service teachers.
- What are the conditions, processes, and understandings that enable a group of teacher educators from different institutions to develop common specifications of the core practices of K-12 teaching and the teacher education pedagogies of modeling and rehearsal? What are some of the obstacles and resources for this kind of work? How can the obstacles be managed productively?
- To what extent and in what ways does the implementation of the pedagogies of modeling teaching and rehearsal vary across teacher educators, content areas, and institutions? What factors account for this variation, given a common goal of consistency of practice?
- How do teacher candidates enact the practices of facilitating classroom discussion and modeling during their initial training? To what extent do teacher candidates enact these practices with fidelity to the CPC specifications of these practices?
Members of the CPC are engaged in a range of research related to teacher education and practice-based teaching. The following is a sample of publications, presentations, and related websites:
Ball, D. L., & Forzani, F. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60(5), 497–511. doi: 10.1177/0022487109348479.
Ball, D. L., & Forzani, F. (2011). Building a common core for learning to teach, and connecting professional learning to practice. American Educator, 35(2), 17–21, 38–39.
Dutro, E., & Cartun, A. (2016). Cut to the core practices: Toward visceral disruptions of binaries in PRACTICE-based teacher education. Teaching and Teacher Education, 58, 119-128.
Fogo, B. (2014). Core practices for teaching history: The results of a Delphi panel survey. Theory and Research in Social Education, 42(2), 151–196. doi: 10.1080/00933104.2014.902781.
Franke, M. L., Kazemi, E., & Battey, D. (2007). Understanding teaching and classroom practice in mathematics. In F. Lester (Ed.), Second handbook of research on mathematics teaching and learning, New York, NY: Macmillan.
Ghousseini, H., Beasley, H., & Lord, S. (2015). Investigating the potential of an enactment tool in supporting adaptive performance. Journal of the Learning Sciences, 24 (3), 461-497.
Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teacher: Re-imagining teacher education. Teachers and teaching: Theory and practice, 15(2), 273–290. doi: 10.1080/13540600902875340.
Grossman, P., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45(1), 184–205. doi: 10.3102/0002831207312906.
Kazemi, E., Ghousseini, H., & Cunard, A., Turrou, A. (2015). Getting inside rehearsals: Insights from teacher educators to support work on complex practice. Journal of Teacher
Education, 1-14. DOI: 10.1177/0022487115615191
Kloser, M. (2014). Identifying a core set of science teaching practices: A Delphi expert panel approach. Journal of Research in Science Teaching, 51(9), 1185–1217. doi: 10.1002/tea.21171.
Lampert, M. (2010, January/February). Learning teaching in, from, and for practice: What do we mean? Journal of Teacher Education, 61(1/2), 21–34. doi: 10.1177/0022487109347321.
Lampert, M., Franke, M., Kazemi, E., Ghousseini, H., Turrou, A., Beasley, H., Cunard, A., Crowe, K. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching in mathematics. Journal of Teacher Education, 64(3), 226–243. doi: 10.1177/0022487112473837.
McDonald, M., Kazemi, E., & Kavanagh, S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 64, 378–386. doi: 10.1177/0022487113493807.
McDonald, M., Kazemi, E., Kelley-Petersen, M., Mikolasy, K., Thompson, J., Valencia, S., & Windschitl, M. (2014). Practice makes practice: Learning to teach in teacher education. Peabody Journal of Education, 89(4), 500–515. doi: 10.1080/0161956X.2014.938997.
Windschitl, M., & Calabrese Barton, A. (Forthcoming). Rigor and equity by design: Seeking a core of practices for the science education community. AERA Handbook of Research on Teaching, 5th ed.
Windschitl, M., Thompson, J., Braaten, M., & Stroupe, D. (2012). Proposing a core set of instructional practices and tools for teachers of science. Science Education, 96(5), 878–903.
- Enriching Research and Innovation Through the Specifications of Professional Practice: The Core Practice Consortium (AERA Presidential Session, AERA Annual Meeting 2014)