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.

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.

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.

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

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.

The NAE Grand Challenges for Engineering
With input from people around the world, an international group of leading technological thinkers were asked to identify the Grand Challenges for Engineering in the 21st century. Their 14 game-changing goals for improving life on the planet, announced in 2008, are outlined here. The committee suggested these Grand Challenges fall into four cross-cutting themes: SUSTAINABILITY, HEALTH, SECURITY, and JOY OF LIVING.

The Work of Teaching and the Challenge for Teacher Education
This article argues that teaching is a trainable profession that requires shifting preservice teacher education towards developing their practices, i.e. what they can do rather than what they know. It identifies potential challenges in moving teacher education toward a detailed, practice-focused curriculum and away from perspectives that teaching is idiosyncratic work and thus impossible to train toward intentional goals.

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.

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.