Abstract
A common way to situate professional learning in practice is to use representations of teaching, such as videos of classroom instruction or samples of student work. Using representations of teaching, however, does not automatically lead to teacher learning. Learning in and from practice also requires supports that make such practice studyable. The authors introduce and explore the work of “making practice studyable” by analyzing a case of practice-based professional development in which the professional development designers deliberately tried to mediate participants’ learning in and from practice. From this analysis, the authors identified five categories of work that can help make practice studyable: (1) engaging the content, (2) providing insight into student thinking, (3) orienting to the instructional context, (4) providing lenses for viewing, and (5) developing a disposition of inquiry. These categories are then applied to the use of a representation of mathematics teaching in a course for preservice elementary teachers.
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