Learning Teaching in, from, and for Practice: What Do We Mean?

2009/10/07 by Magdalene Lampert · 1 voice · 4 citations
Social Sciences · #Collaborative Teaching and Inclusion #Reflective Practices in Education #Teacher Education and Leadership Studies

paper · doi:10.1177/0022487109347321

crossref issued 2009/10/07 · crossref published 2009/10/07 · crossref published-online 2009/10/07 · openalex publication_date 2009/10/07 · crossref created 2009/10/07 · crossref published-print 2010/01/01 · openalex created_date 2025/10/10 · crossref deposited 2026/05/01 · crossref indexed 2026/07/28 · openalex updated_date 2026/08/03

Abstract

In talk about teacher preparation and professional development, we often hear the word practice associated with what, how, or when the learning of teaching is supposed to happen. In this article, four different conceptions of practice are investigated, and their implications for how learning teaching might be organized are explored. Rather than a comprehensive review of the literature, what is presented here is a set of ideas that draw on both past and present efforts at reform. The purpose of this essay is to provoke clarification of what we mean when we talk about practice in relation to learning teaching. The author draws on her own research on the work of teaching from the perspective of practice to represent the nature of the work and to speculate from various perspectives on how that work might be learned.

Citations

• New Directions for the Design and Study of Professional Development
• The role of deliberate practice in the acquisition of expert performance.
• A Critical Analysis of the Research on Learning to Teach: Making the Case for an Ecological Perspective on Inquiry

Cited by

• From rote to reasoned: Examining the role of pedagogical reasoning in practice-based teacher education
• Core Practices for Teaching Physical Education: Recommendations for Teacher Education
• The affordances of case-based teaching for the professional learning of student-teachers
• The paradoxes of practical research: The good intentions of inclusion that exclude and abject

Discussions

• Such a thought proving paper by Lampert (2010) doi.org/10.1177/0022... which explores the “messy terrain in which ‘practice’ resides” which regards to teaching and learning to teach. [bsky, 0 points, 1 comments]