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Here are more resources on teacher educator pedagogies, from TeachingWorks

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Here are more resources on teacher educator pedagogies, from TeachingWorks

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Teacher education pedagogies are the practice-based instructional structures and routines-such as rehearsals, use of video, or field tasks-that teacher educators can routinely use to support and scaffold novices' learning of teaching.

Teacher Education Pedagogies

Using representations to see and analyze practice

These are pedagogies teacher educators can use to provide novice teachers with diverse examples of what teaching practice looks like in action.

Teacher Education Pedagogies

Using approximations to practice practice

These are pedagogies teacher educators can use to engage novice teachers in simulating and otherwise trying out aspects of teaching practice inside the teacher education classroom.

Teacher Education Pedagogies

Supporting novices to enact practice in the P-12 classroom

These are pedagogies teacher educators can use to give novice teachers opportunities to practice, get feedback, and integrate that feedback in the field.

Design and use field tasks that require to try out practice in the P-12 classroom, including:
* Whole group and small group instruction
* Interviews with children
* Studies of communities

Use coaching strategies that can support novices' learning of teaching practice in the P-12 classroom, including:
* Giving feedback
* Mini-rehearsals in the field
* Huddling

Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055-2100.

McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 64(5), 378-386.

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Skip to main content Teacher education pedagogies are the practice-based instructional structures and routines-such as rehearsals, use of video, or field tasks-that teacher educators can routinely use to support and scaffold novices' learning of teaching.

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Here are some resources for leading rehearsals.

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Here are some resources for leading rehearsals.

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To find multiple ways- high and low tech - to address HLP1 wrt argumentation in science and engineering. High tech = Mursion fishbowl and individual interactions (research project); low tech = f2f discussions, practice sessions, exit slips to check in, etc.

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My goal for this year is to include the core teaching practice "Leading Group Discussions" (LGD) in my math methods course for Middle School majors. To do so, I plan to first introduce the teaching practice and have my students analyze some examples in video and transcript formats. Next, each student will complete an assignment on the preparation, rehearsal, and analysis of the implementation of the teaching practice. I would like to collaborate with colleagues who plan to include the LGD practice in their courses.
I also want to learn more about the use of avatars and transcript analysis.
I want to include the self-recording for the rehearsals after talking with Kandace.

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Mt goal is to include rehearsals of text-based discussion in my LiteracyPD course.

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to develop specific activities for my interns to complete focused on  3 teaching practices (eliciting  student responses, leading discussions and modeling) that are consistent with other ELED courses. 

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to develop specific activities for my interns to complete focused on  3 teaching practices (eliciting  student responses, leading discussions and modeling) that are consistent with other ELED courses. 

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Provide PD for mentors so they understand the language and practices that their interns are learning ,
have crosswalks that link HLP's to edTPA

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My goal this year -- in ELED 621, to implement HLP "Eliciting and Interpreting Individual Student’s Thinking" by asking students to conduct retrospective miscue analysis (RMA) with a child in their placement. Students will reflect on this experience by writing a short reflection paper.

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To improve my structures for facilitating eliciting & interpreting in ELED 357 while also deepening my understanding of the complexities of this HLP

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HLPs:  (TW) building respectful relationships with students; (CEC) Provide positive and constructive
feedback to guide students’ learning and behavior.
GOAL: I’d like to use Mursion/SIMTeach@TU to create a simulation(s) for my ECSE 429 course (and that hopefully other related SPED/EESE courses could use).

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Our goal is to help students interpret the assessment data and plan interventions accordingly HLP - #17 & 19)

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My goal for this year is to guide students in the HLP practice of modeling.

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My goal for this year is to guide students in the HLP practice of modeling.

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Perpie & Lijun. (HLP#17 &19). Our goal for ELED 429 is to help our students to improve how they interpret the results of their students work when they collect assessments, analyze and plan for instruction to improve their elementary students’ learning. 

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Perpie & Lijun. (HLP#17 &19). Our goal for ELED 429 is to help our students to improve how they interpret the results of their students work when they collect assessments, analyze and plan for instruction to improve their elementary students’ learning. 

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My goal for this year is to help ELED 357 TC learn about their linguistically diverse learners' cultural, religious, family, intellectual and personal experiences and resources for use in instruction.

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I would like to become more knowledgeable about HLPS in general. I am particularly interested in incorporating the HLP about discussion in my social studies methods course. I wonder if I can connect HLPs #1 & #3 in one learning cycle.

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HLP: leading discussion
GOAL: add in-field component post in-class rehearsals, followed by transcription and reflection in order to move through the full "learning cycle"
GOAL: create handout, aligning sample talk moves with the 4 functions of talk moves (Reisman et al article)
ALSO: aim to analyze transcripts of Mursion simulations to look at teacher educator talk moves

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My goal for this year is to have students in my Intermediate Literacy Methods course learn to lead a text-based discussion.

I would like to develop a decomposition of leading a discussion that will work in this course but also intersect with other content areas. I would also like to develop a series of activities within the Learning Cycle that will scaffold interns' learning/skill at leading a discussion.