Abstract
ABSTRACT As teacher education aims to prepare thoughtfully adaptive teachers, programs have begun to examine a practice-focused approach. One movement focuses on the pedagogy of teacher education, including how practice is unpacked, decomposed, for teacher candidates. This paper examines the pedagogy of decomposition in a U.S. based practice-focused reading course. This paper presents the Framework for Decomposition in Teacher Education. Using this tool, findings indicate decomposition is much more nuanced and complex than previously reported. Implications of this expanded view include an analytic tool for researchers and supports for teacher educators in understanding the different types of complex practice to unpack in preparing teachers.
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