Those who understand : Knowledge Growth in Teaching
Original writings of Shulman on the development of understanding and Pedagogical Content Knowledge: know what you teach, who you teach and why you teach.

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.

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.

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.

Teaching Practice: A Cross-Professional Perspective
This research article examines professional training in clinical psychology and seminary programs along with teacher preparation, in an effort to describe how professional practice is taught across different disciplines. This article identifies representation, decomposition, and approximation of practice as three cross-disciplinary pedagogies in professional education.

Understanding "Core Practices" and "Practice-Based" Teacher Education: Learning From the Past
Journal article that describes how current trends in practice-based teacher education vary from historical approaches, including competency-based teacher education.

NSTA Standards for Science Teacher Preparation
This website outlines standards for science teacher preparation, intended to be used when preparing accreditation programs.

Strategies for Recruiting and Retaining Diverse Teachers
Infographic describing 9 ways to recruit and retain diverse teachers

Pursuing Equity in and Through Teacher Education Program Admissions
This case study investigated equity in teacher education admissions. Through document analysis and structured interviews they focused on the tensions between on equity in admissions and equity through admissions.

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.