The Practical Turn in Teacher Education: Designing a Preparation Sequence for Core Practice Frames

F.J.J.M. Janssen, H.B. Westbroek, W. Doyle

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

Amid calls for more practice-based teacher education, this article presents a concrete illustration of a practice-based bridging strategy for preparing high school biology teachers to enact open-inquiry labs. Open-inquiry labs were considered a core practice frame that served as a context for identifying core practices and for giving coherence to separate components of the approach to labs. A bridging model was developed in which the teaching practices, understandings, and intentions of 31 biology student teachers were elicited with respect to their current lab segments, and these were compared with the concrete segments of the core practice frame. From this analysis, a progression was developed to support prospective teachers in moving from existing conceptions of appropriate practice to a realization of the new practice frame as a better way to achieve valued goals. © 2014 American Association of Colleges for Teacher Education.
Original languageEnglish
Pages (from-to)195-206
JournalJournal of Teacher Education
Volume65
DOIs
Publication statusPublished - 2014

Fingerprint Dive into the research topics of 'The Practical Turn in Teacher Education: Designing a Preparation Sequence for Core Practice Frames'. Together they form a unique fingerprint.

  • Cite this