Homemade Battery Engineering Design Challenge
Students enjoy using inquiry and the engineering design process to answer questions and solve problems. For this engineering design challenge done as part of a high school chemistry lab, students get to design and test their own homemade batteries. They apply previously learned chemistry concepts, such as energy and chemical reactions, to define their own engineering problem and test solutions. They decide what inputs to change and by what amounts, define the constraints, and are responsible for problem solving as a team. Because this battery engineering challenge is student directed, it is also an excellent way to meet the needs of individual students, because it allows students to design experiments based on their interests and current level of understanding. It also gives students freedom to develop an experiment that interests them and one that will challenge their own misconceptions. Although this lesson was created for high school chemistry students, I have included rationale, Next Generation Science Standards-alignment, and an introduction to engineering, so that this could be used for middle level or secondary teacher education programs, as well as university-level introductory chemistry.

Redefining Teaching, Re-Imagining Teacher Education
The authors advocate for a conceptualization of teaching as a complex endeavor where teachers are decision-makers and reflective practitioners, with an accompanying shift of teacher education to emphasize clinical practice and pedagogies of enactment.

Just Schools: Building Equitable Collaborations with Families and Communities
This book speaks to the possibility of involving families and communities in schools for the purpose of transforming education systems towards equity.

Core Practices and Pedagogies of Teacher Education: A Call for a Common Language and Collective Activity
This article builds on the prior literature on the value of centering core practices in teacher education by articulating a learning cycle that teacher educators can use to help preservice teachers build their practice. This article is useful for offering concrete pedagogies and learning strategies that work in multiple settings.

Helping students make sense of the world - Developing and Using Models
This book chapter describes the importance of instruction that focuses on the NGSS practice, developing and using models. Includes examples in both elementary and secondary classrooms, tips for getting started, and explicit connections to the other NGSS practices.

Proposing a core set of instructional practices and tools for teachers of science
This article argues for the value of a fundamental set of research-based teaching practices (core practices) that preservice science teachers can learn to enact "ambitious teaching," and it proposes one possible set of such practices.

Learning in, from, and for Practice: What Do We Mean?
Journal article that examines various meanings of the term "practice" as used in teacher education.

Beyond Equity as Inclusion: A Framework of "Rightful Presence" for Guiding Justice-Oriented Studies in Teaching and Learning
This essay presents a rightful presence framework that "highlights the limitations of equity as inclusion" and "orients the field towards the importance of political struggles to make present the lives of those made missing by schooling and discipline-specific norms." This essay includes two STEM classroom vignettes to illustrate this framework's tensions and guiding tenets.

Sustainability Education Framework for Teachers: Developing sustainability literacy through futures, values, systems, and strategic thinking
The Sustainability Education Framework for Teachers (SEFT) intends to build acapacity for educators to be able to understand: (i) the broad, complex nature of sustainability, (ii) the problem-oriented, solution driven nature of sustainability, and (iii) how sustainability connects to them as both citizens and classroom teachers. SEFT embraces four ways of thinking: futures, values, systems, and strategic which are conceptualized as being bi-directional and interconnected.

Social Justice Standards: A Framework for Anti-bias Education
The Social Justice Standards provide a framework, common language, and age-appropriate learning outcomes for anti-bias education at every stage of K–12 instruction. The Social Justice Standards can guide curriculum development to support efforts to make schools more just and equitable. The 20 standards are divided into 4 domains: identity, diversity, justice, and action.