Practice-based pedagogy in mathematics and science teaching methods: Challenges and adaptations in contextJust over five years ago, conversations between mathematics and science teacher educators in our faculty led to considerations of how to develop a more consistent pedagogical approach to teacher education across subject areas and programs. The conversations included a discussion of Cycles of Enactment and Investigation (Kazemi, Franke, & Lampert, 2009), an approach to teacher education which had already shown promise in terms of supporting novice teachers in understanding the complexities of teaching (Lampert et al., 2013). In what follows, we describe our own practices as mathematics and science teacher educators, and our collaborative efforts to develop novice teachers' pedagogies of practice in three complex and varied teacher education programs via Cycles of Enactment and Investigation. More specifically, we present some of the challenges we have encountered with respect to implementing Cycles in our own academic context, along with how we have adapted the Cycle to support novice teachers within the context of our own programs. We offer this work as an introduction to Cycles of Enactment and Investigation in a Canadian setting, as well as an example of how programs developed elsewhere might be adapted to more local contexts.Research indicates that novice teachers frequently leave teacher education programs with a great deal of theoretical knowledge about effective mathematics or science teaching, but scant opportunities to practice these pedagogies in context (Grossman, Hammerness, & McDonald, 2009;Windschitl, 2006).The result in the field is that novice teachers enact a mixed bag of pedagogical approaches (Windschitl, 2006). These can range from inquiry-based methods, to rote methods formulated through the "apprenticeship of observation" -the lengthy process of enculturation into beliefs about teaching that novices have engaged in throughout their lives as students (Lortie, 1975). Over the past five years we have been developing a program of mathematics and science teaching that requires novice teachers to enact core practices (McDonald et al., 2014) that elicit and respond to students' thinking. To develop This is a post-peer-review, pre-copyedit version of an article published in 'Canadian Journal of Science, Mathematics and Technology Education'.

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