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.

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.

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.

The Unintended Effects of the Common Core State Standards on Non-Targeted Subjects
In this working paper researchers used student achievement data from the NAEP to show that the CCSS [Common Core State Standards] had a negative effect on student achievement in non-targeted subjects, and this negative effect was largest for underprivileged students. The authors propose additional research to explain the mechanism behind this effect.

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.

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.

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.

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

Building STEM Education on a Sound Mathematical Foundation
This is a position statement from the National Council of Supervisors of Mathematics and the National Council of Teachers of Mathematics. Calls for educational experiences that support students' understanding of STEM discipline connection and integration. Argues that making mathematics integral to these experiences will support positive outcomes in connecting STEM to student's daily experiences and preparing for futures in STEM. Provides recommendations for STEM leaders, teachers, and curriculum developers.

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.