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Framework for Teaching Practice: A Brief History of an Idea


by Pamela Grossman ó 2011

In this introduction to a special section on teaching practice, Pam Grossman introduces the ideas from the original study on teaching practice that inspired the work in teacher education described in the articles that follow. She describes the constructs of the representation, decomposition, and approximation of practice and how these help us understand more deeply how professional practice is taught.


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Cite This Article as: Teachers College Record Volume 113 Number 12, 2011, p. 2836-2843
http://www.tcrecord.org ID Number: 16495, Date Accessed: 4/24/2014 6:57:42 AM

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About the Author
  • Pamela Grossman
    Stanford University
    E-mail Author
    PAM GROSSMAN is the Nomellini-Olivier Professor of Education at the Stanford University School of Education. She completed her undergraduate degree in English at Yale University and her Ph.D. from Stanford University. She has published broadly in the areas of teacher education and professional education more broadly, teacher knowledge, and the teaching of English in secondary schools. Most recently, she studied pathways into teaching in New York City schools, focusing on the features of preparation that affect student achievement. Building on this work, she has investigated the classroom practices of middle-school English teachers that are associated with student achievement. She is a member of the National Academy of Education and currently serves as the faculty director of the Center to Support Excellence in Teaching. A former high school English teacher, Grossman also teaches the prospective English teachers in Stanfordís teacher education program.
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