Practice Makes Practice: Learning to Teach in Teacher Education
https://doi.org/10.1080/0161956X.2014.938997

This article describes innovations in methods courses at the University of Washington: centering preservice teachers' learning around core practices, and "mediated fieldwork." The authors identify the need to overcome divides between theory and practice, courses and fieldwork, and as well as the need to revise pedagogies, curriculum, and organizational structures to achieve meaningful reform in teacher education.

Suggested Citation

McDonald, M., Kazemi, E., Kelley-Petersen, M., Mikolasy, K., Thompson, J., Valencia, S. W., & Windschitl, M. (2014). Practice makes practice: Learning to teach in teacher education. Peabody Journal of Education, 89(4), 500-515.