Learning to Teach Equitably: Theoretical Frameworks and Principles for International Research and Practice

Study Program Leaders’ Perceptions of Coherence and Strategies for Creating Coherent Teacher Education Programs

“…This situation implies that the different courses and learning activities across the program build upon and relate to each other and that faculty are knowledgeable about what happens in different parts of the program. Hammerness et al (2023) argued that coherence implies going beyond the campus site of TE and acknowledging that candidates learn from the faculty of the collaborating schools, as well as from the children and parents they meet in these schools. Importantly, coherence does not mean that TE programs should be totally streamlined and lack room for exploration and conflicting ideas (Buchmann & Floden, 1991; Darling-Hammond & Bransford, 2005; Floden et al, 2021).…”

“…Coherence and a better connection between theory and practice in TE can affect teacher candidates’ learning outcomes (Floden et al, 2021; Hatlevik, 2014; Smeby & Heggen, 2014). Hammerness et al (2023) argued for the importance of coherence for equitable teacher learning. Further, coherent TE programs can improve teacher candidates’ teaching practice and their students’ learning (Boyd et al, 2009).…”

“…A recurrent problem in teacher education (TE) is its fragmentation and disconnect from practice, both internationally (Hammerness et al, 2020, 2023) and in Norway (Advisory Panel for Teacher Education, 2020; Evaluation Group for Teacher Education Reform, 2015; National Council for Accreditation of Teacher Education [NOKUT], 2006; Steinnes & Haug, 2019). TE programs are complex organizations with faculty members from different academic traditions and various practical experiences, and some programs may include partners from collaborating schools with less academic experience (Lunenberg et al, 2014; Smith, 2022).…”

Toward a justice‐centered ambitious teaching framework: Shaping ambitious science teaching to be culturally sustaining and productive in a rural context

“…AST supports teachers in asking students to engage in sensemaking and practice authentic science (Hammerness et al, 2020; Kang & Windschitl, 2018; Thompson et al, 2013) and focus on anchoring phenomena that, whenever possible, connect to student interests (Windschitl et al, 2018, p. 31). Teachers elicit student ideas (Stroupe & Gotwals, 2018) and use this understanding in planning by imagining high‐level student responses and ways to scaffold lessons so students can produce them (Thompson et al, 2013; Windschitl et al, 2012).…”

“…Identifying “core,” “ambitious,” or “high leverage” practices has been the work of several scholars focused on supporting novice teachers in developing competence with a limited number of practices that will lead to effective student learning (Forzani, 2014; Lampert et al, 2010; McDonald et al, 2013). One such framework of core practices, Ambitious Science Teaching (AST), is designed to promote deep learning by engaging students with both science concepts and science discourse, where students learn to think and act like scientists (Hammerness et al, 2020; Stroupe & Gotwals, 2018; Thompson et al, 2013; Windschitl et al, 2012; Windschitl et al, 2018). AST offers a framework of four sets of practices to teach ambitiously: Planning for engagement with big science ideas Eliciting students' ideas Supporting ongoing changes in students' thinking Drawing together evidence‐based explanations (Windschitl et al, 2018, p. 4) …”