A framework for approximations of practice: Variations in purpose, approach, and opportunities for learning

Abstract

Approximations of practice are common in preservice teacher education, but there is currently no shared language to describe how teacher educators facilitate approximations. This study draws upon observations of four social studies and English Language Arts methods courses in the United States to outline the Framework for Approximations of Practice. This framework plots teacher educators' choices about how actively to intervene during approximations, and their choices about whether to prioritize enacting practices with fidelity or improvisationally responding to pedagogical dilemmas. Greater clarity around teacher educators’ pedagogical options may facilitate more instructional collaboration and provide new avenues for research and advocacy.