ABSTRACT

There is growing momentum in teacher education to organize the preparation of teachers around “core practices.” Advocates call for identifying discipline-oriented, research-based teaching moves associated with student learning and then shifting teacher education pedagogies and programs toward preparing beginning teachers to implement these moves in classroom and school settings. This study examines core practices as a recent reform impulse in teacher education practice. The authors explore a growing literature on core practices to generate both conceptual and practice-based responses with special attention to social studies teacher education. By leveraging two vignettes of “on-the-ground” social studies teacher education, the authors discuss questions and issues about taking core practices into the murky, diverse, and complex practice spaces of social studies teacher education and extend the conversation about what this set of reform ideas might mean for social studies education.

摘要

教师教育的势头越来越大，可以围绕“核心实践”组织教师的培训。倡导者呼吁确定与学生学习相关的，以学科为导向的，基于研究的教学动作，然后将教师教育的教学法和计划转向准备让新任教师在课堂和学校环境中实施这些动作。本研究考察了核心实践，将其作为最近教师教育实践的改革动力。作者探索了越来越多的有关核心实践的文献，以产生基于概念和实践的回应，并特别关注社会研究教师的教育。通过利用两种“实地”社会研究教师教育的方法，作者讨论了将核心实践纳入模糊，多样化，