{"title":"A framework for approximations of practice: Variations in purpose, approach, and opportunities for learning","authors":"Lightning Peter Jay","doi":"10.1016/j.tate.2024.104795","DOIUrl":null,"url":null,"abstract":"<div><p>Approximations of practice are common in preservice teacher education, but there is currently no shared language to describe how teacher educators facilitate approximations. This study draws upon observations of four social studies and English Language Arts methods courses in the United States to outline the Framework for Approximations of Practice. This framework plots teacher educators' choices about how actively to intervene during approximations, and their choices about whether to prioritize enacting practices with fidelity or improvisationally responding to pedagogical dilemmas. Greater clarity around teacher educators’ pedagogical options may facilitate more instructional collaboration and provide new avenues for research and advocacy.</p></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"152 ","pages":"Article 104795"},"PeriodicalIF":4.0000,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X24003287","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Approximations of practice are common in preservice teacher education, but there is currently no shared language to describe how teacher educators facilitate approximations. This study draws upon observations of four social studies and English Language Arts methods courses in the United States to outline the Framework for Approximations of Practice. This framework plots teacher educators' choices about how actively to intervene during approximations, and their choices about whether to prioritize enacting practices with fidelity or improvisationally responding to pedagogical dilemmas. Greater clarity around teacher educators’ pedagogical options may facilitate more instructional collaboration and provide new avenues for research and advocacy.
期刊介绍：
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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