Abstract
•Rehearsals of teaching practice function as a bridge from methods to the classroom.•Organizational tools help increase the visual representations during discussions.•Elements of framing and closing discussions are taken up less to the classroom.•Talk moves are taken up extensively in rehearsals and the classroom.•Explicit representations of practice are most often taken up by novice teachers.
Highlights
We describe our method for developing frameworks for the teaching of this core practice in two university settings that serve as the analytical structure for ‘connecting the dots’ between what was experienced in the science methods course and what was reflected in both the rehearsals and the classroom discussions from eight teacher candidates
This study focuses on two features of teacher preparation e a disciplinary methods course focused on core practices, and the use of rehearsal as a teacher education pedagogy
The common elements previously defined as part of the Core Practice Consortium (CPC) work were present and addressed explicitly, but differences arose most prominently in the teachers’ different emphasis on using tools that support the practice and the coherence of how the practice fits within the broader set of practices taught in the respective courses
Summary
Practices are recurring professional work that includes aspects of planning, enactment, or reflection. They are comprised of strategies, moves, and tools used by teachers to achieve particular learning goals (Ball, Sleep, Boerst, & Bass, 2009). Core practices refer to “specific, routine aspects of teaching that demand the exercise of professional judgment and the creation of meaningful intellectual and social community for teachers, teacher educators, and students” It is important to note that practices are not scripts, competencies, or behaviors, rather, they are thought of more expansively: They follow prototypical (but adaptable) sequences of activity in which teachers interact with learners
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