Literatur zu Core Practices und verwandten Themen (Auswahl)

Publikationen zur Dynamik der praxisbasierten Lehrer:innenbildung reichen bis in letzte Jahrhundert zurück. Literatur zum Konzept der Core Practices in der Ausbildung von angehenden Lehrpersonen finden sich zuerst in den USA seit etwa 2008. Seither ist der Bestand an konzeptionellen, empirischen und theoretischen Arbeiten zu Core Practices weltweit kontinuierlich angewachsen.

Die hier aufgeführte Auswahl ist in vier Gruppen eingeteilt:

Neue Publikationen zu Core Practices (seit 2022, wird laufend ergänzt)
Überblicke, Sammelwerke und Schlüsseltexte
Core Practices in der Lehrer:innenbildung
Konzeptionelle und empirische Arbeiten zu Einzelaspekten
Praxisbasierte Lehrer:innenbildung im grösseren Kontext

Weitere Literatur zu Core Practices:

Neue Publikationen zu Core Practices (seit 2022, wird laufend ergänzt)

Ahnell, S. (2025). Resources and Approaches for Integrating High-Leverage Teaching Practices: A Content Analysis. In P. Garrett-Rucks (Hrsg.), SCOLT @ 60: A World Language Jam Session (Vol. 60, S. 56–74). Southern Conference on Language Teaching. https://www.scolt.org/wp-content/uploads/2025/03/Dimensions-25-vol-60.pdf

Dervent, F., Ward, P., Xie, X., Tsuda, E., Santiago, J. A., Ko, B., Kim, I., Iserbyt, P. & Devrilmez, E. (2025). Implementing Practice-Based Physical Education Teacher Education Pedagogies. Journal of Physical Education, Recreation & Dance, 96(3), 27–34. https://doi.org/10.1080/07303084.2024.2444585

Tekkumru-Kisa, M., Schweig, J., Kaufman, J. H., Steiner, E. D., Gittens, A. D. & Holmes, P. (2025). Teachers’ Use of High-Leverage Teaching Practices in Mathematics Classrooms (Working Paper). RAND Education and Labor. https://www.rand.org/content/dam/rand/pubs/working_papers/WRA2800/WRA2836-1/RAND_WRA2836-1.pdf

Canipe, M. M. (2025). Putting the Pieces Back Together: Challenges Recomposing Elementary Science Teaching. Science Education, n/a(n/a). https://doi.org/10.1002/sce.21955

Kavanagh, S. S., Gotwalt, E. S., Guillotte, A. & Bernhard, T. (2025). Differentiating Between Core Practices and Best Practices: Exploring Divergent Purposes for Developing a Professional Language for Teaching. Teachers College Record. https://doi.org/10.1177/01614681251318871

Murphy, D., Duncan, R. G., Chinn, C. A., Danish, J., Hmelo Silver, C. E., Zhou, J. & Ryan, Z. (2025). Elementary Students‘ Metacognitive Knowledge of Epistemic Criteria. Journal of Research in Science Teaching, n/a(n/a). https://doi.org/10.1002/tea.22030

Dittrich, L., Aagaard, T. & Wiig, A. C. (2025). Highlighting practices and dialogic moves: Investigating simulation-based learning in online teacher education. Learning, Culture and Social Interaction, 51, 100889. https://doi.org/10.1016/j.lcsi.2025.100889

Grossman, P., & Fraefel, U. (Eds.). (2024). Core Practices in Teacher Education: A Global Perspective. Cambridge MA: Harvard Education Press.

Klette, K., Staal Jenset, I. & Brataas, G. (2024). Practice What You Teach: Using Core Practices to Improve Connections Between Theory and Practice in Secondary Teacher Preparation. In P. Grossman & U. Fraefel (Hrsg.), Core Practices in Teacher Education: A Global Perspective (S. 65–80). Harvard Education Press.

Nückles, M. & Kleinknecht, M. (2024). Modeling, Explaining, Enacting and Getting Feedback: How Can the Acquisition of Core Practices in Teacher Education be Optimally Fostered? In P. Grossman & U. Fraefel (Hrsg.), Core Practices in Teacher Education: A Global Perspective. Harvard Education Press.

Westbroek, H., Kaal, A. & Dönszelmann, S. (2024). A Motivational Perspective on Learning Core Practices: The Case of a Dutch Teacher Education Program. In P. Grossman & U. Fraefel (Hrsg.), Core Practices in Teacher Education: A Global Perspective (S. 27–44). Harvard Education Press.

Wæge, K., Fauskanger, J. & Mosvold, R. (2024). Supporting Norwegian teachers’ collective learning of core practices through cycles of enactment and investigation. In P. Grossman & U. Fraefel (Hrsg.), Core Practices in Teacher Education: A Global Perspective. Harvard Education Press.

Gröschner, A., Klaß, S. & Calcagni, E. (2024). Productive Classroom Talk as a Core Practice: Promoting Evidence-based Practices in Pre-service Teacher Education. In P. Grossman & U. Fraefel (Hrsg.), Core Practices in Teacher Education: A Global Perspective. Harvard Education Press.

Fraefel, U. & Reusser, K. (2024). Hans Aebli and His European Approach to Core Practices: Mediating Practical Abilities and Theoretical Understanding. In P. Grossman & U. Fraefel (Hrsg.), Core Practices in Teacher Education: A Global Perspective (S. 9–25). Harvard Education Press.

Lemberger, L. (2024). Erklären im Sportunterricht: Evaluation universitärer Lehrangebote im Hinblick auf die Verbesserung der Erklärkompetenz angehender Sportlehrkräfte. Universität Regensburg.

Zhang, C. (2024). Infusing Taoist Principles into Early Literacy Professional Learning. Journal of Literacy Research, Special issue, 1–27. https://doi.org/10.1177/1086296X241300349

Doetjes, G., Katrine, I. & Hatlevik, R. (2024). Identifying Core Practices as a Framework for Teacher Educators’ Cooperative Professional Development. In G. Doetjes, V. Domovic, M. Mikkilä-Erdmann & K. Zaki (Hrsg.), Coherence in European Teacher Education: Theoretical Models, Empirical Studies, Instructional Approaches (S. 211–227). Springer VS. https://doi.org/10.1007/978-3-658-43721-3_12

Summer, T. & Plötz, E. (2024). Core Practices in der Fachdidaktik Englisch: Relevanz für Lehrkräfteprofessionalisierung und Praktika. In E. Plötz, T. Summer, D. Grötzbach & B. Drechsel (Hrsg.), Schulpraktische Studien an der Universität Bamberg: Impulse für die Lehrkräftebildung (S. 157–185). University of Bamberg Press. https://doi.org/10.20378/irb-95393

Schilling, Y., Molitor, A.-L., Ritter, R. & Schellenbach-Zell, J. (2024). Anregung von Wissensvernetzung bei Lehramtsstudierenden mithilfe von Core Practices. In A. Wehner, N. Masanek, K. Hellmann, T. Heinz, F. Grospietsch & I. Glowinski (Hrsg.), Vernetzung von Wissen bei Lehramtsstudierenden (S. 104–116). Klinkhardt. https://doi.org/10.25656/01:31764

Prilop, C. N., Schwedler-Diesener, A., Holstein, A., Bussmann, A. & Kleinknecht, M. (2024). Videobasierte Förderung der Core Practice „Feedback-Geben-in-Schüler:innen-Arbeitsphasen“: Evaluation eines Flipped-Classroom-Designs. In M. Ahlers, M. Besser, C. Herzog & P. Kuhl (Hrsg.), Digitales Lehren und Lernen im Fachunterricht (S. 184–204). Beltz Juventa.

O’Flaherty, J., Lenihan, R., Young, A. M. & McCormack, O. (2024). Developing Micro-Teaching with a Focus on Core Practices: The Use of Approximations of Practice. education sciences, 14(35), 1–15. https://doi.org/10.3390/educsci14010035

Fraefel, U. (2024). Kann die Hochschule zu beruflichem Handeln befähigen? Das Beispiel der Core Practices. In A. Schöning, V. Schwier, G. Klewin & N. Ukley (Hrsg.), Schulpraktische Studienelemente: Ansätze und Positionen zur Professionalisierung (S. 34–56). Klinkhardt.

Farrow, J., Kavanagh, S. S., Samudra, P. & Pupik Dean, C. (2024). The promise of the project to student-centered learning: Connections between elements, curricular design, and practices of project based learning. Teaching and Teacher Education, 152, 104776. https://doi.org/https://doi.org/10.1016/j.tate.2024.104776

Dush, L. (2024). Collaboration in the humanities: Teaching and learning together. Arts and Humanities in Higher Education, Online First, 1–22. https://doi.org/10.1177/14740222241302122

Bobis, J. (2024). Core Practices that Support Learning to Teach Mathematics through a Challenging Problem-solving Approach. In P. Grossman & U. Fraefel (Hrsg.), Core Practices in Teacher Education: A Global Perspective (S. 45–64). Harvard Education Press.

Bardy, T., Holzäpfel, L., Reinhold, F. & Leuders, T. (2024). Mathematics teachers’ multiple perspectives on adaptive tasks: task evaluation and selection as core practices for teaching quality. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-024-01626-3

Arias, A. M., Fick, S. J. & Benedict-Chambers, A. (2024). Preservice elementary teachers’ noticing in reflections of rehearsal and classroom enactments during practice-based methods courses across three universities. Teaching and Teacher Education, 144, 104585. https://doi.org/10.1016/j.tate.2024.104585

Wæge, K. & Fauskanger, J. (2023). Supporting In-service Teachers’ Collective Learning of Ambitious Teaching Practices Through Teacher Time Outs. Scandinavian Journal of Educational Research, 67(4), 505-520. https://doi.org/10.1080/00313831.2022.2042730

Schellenbach-Zell, J., Ritter, R., Sommer, S. & Fußangel, K. (2023). Core Practices als Chance für Vernetzungen im Praxissemester. Schweizerische Zeitschrift für Bildungswissenschaften, 45(3), 253–264. https://doi.org/10.24452/sjer.45.3.3

Sapkota, B. & Max, B. (2023). A conceptual synthesis on approximations of practice in mathematics teacher education. Research in Mathematics Education, 1–27. https://doi.org/10.1080/14794802.2023.2207088

Morek, M. (2023). ‚Diskurserwerbsförderliche Unterrichtsgespräche führen‘: Ein hochschuldidaktisches Konzept zur Aneignung einer professionellen Kernpraktik durch Gesprächsanalyse und -simulation. k:ON – Kölner Online Journal für Lehrer*innenbildung, Sonderausgabe 3, 112–138. https://doi.org/10.18716/ojs/kON/2023.s3.6

Kleinknecht, M. & Nückles, M. (2023). Kernpraktiken in der Lehrkräftebildung: wie ein neues Konzept mehr Praxis- und Kompetenzorientierung ermöglichen konnte. Seminar, 29(4), 119–131.

Fraefel, U. (2023). Core Practices of Successful Teachers: Supporting Learning and Managing Instruction. Rowman & Littlefield.

Brataas, G. & Jenset, I. S. (2023). From coursework to fieldwork: How do teacher candidates enact and adapt core practices for instructional scaffolding? Teaching and Teacher Education, 132, 104206. https://doi.org/10.1016/j.tate.2023.104206

Tigert, J. M., Peercy, M. M., Fredricks, D. & Kidwell, T. (2022). Humanizing Classroom Management as a Core Practice for Teachers of Multilingual Students. TESOL Quarterly, 56(4), 1087–1111. https://doi.org/10.1002/tesq.3093

Broß, I. (2022). Förderung des Erwerbs von Core Practices: Vergleich verschiedener Lehr-Lernansätze und deren Einfluss auf die Kompetenzentwicklung angehender Lehrkräfte. Albert-Ludwigs-Universität.

Asen-Molz, K., Knott, C. & Schilcher, A. (2022). Erklären als Core Practice: Über die Förderung von Erklärkompetenz angehender Lehrkräfte. Journal für Lehrer/innenbildung, 22(3), 30–42. https://doi.org/10.35468/jlb-03-2022-04

Fischer, F., Bauer, E., Seidel, T., Schmidmaier, R., Radkowitsch, A., Neuhaus, B. J., . . . Fischer, M. R. (2022). Representational scaffolding in digital simulations: Learning professional practices in higher education. Information and Learning Sciences, 123(11/12), 645–665. https://doi.org/10.1108/ILS-06-2022-0076

Gröschner, A., Calcagni, E., Klaß, S., & Hickethier, F. (2022). Dialogische Unterrichtsgespräche als Core Practices? Lernen im Learning to Teach-Lab: Science. Journal für Lehrer/innenbildung, 22(3), 44–56. https://doi.org/10.35468/jlb-03-2022-04

Kleinknecht, M., Krammer, K., & Seel, A. (2022). Core Practices. Journal für LehrerInnenbildung, 22(3). https://doi.org/10.35468/jlb-03-2022-04

Levine, T. H., Mitoma, G. T., Anagnostopoulos, D. M., & Roselle, R. (2022). Exploring the Nature, Facilitators, and Challenges of Program Coherence in a Case of Teacher Education Program Redesign Using Core Practices. Journal of Teacher Education, 74(1), 69–84. https://doi.org/10.1177/00224871221108645

Peercy, M. M., Tigert, J., Fredricks, D., Kidwell, T., Feagin, K., Hall, W., . . . DeStefano Lawyer, M. (2022). From humanizing principles to humanizing practices: Exploring core practices as a bridge to enacting humanizing pedagogy with multilingual students. Teaching and Teacher Education, 113, 103653. https://doi.org/10.1016/j.tate.2022.103653

Schellenbach-Zell, J., & Hartmann, U. (2022). Core Practices als Boundary Objects im Praxissemester. Journal für Lehrer/innenbildung, 22(3), 110–119. https://doi.org/10.35468/jlb-03-2022-04

Schneider, J., & Petko, D. (2022). Digitale Möglichkeiten zur Förderung von Core Practices in der Lehrpersonenbildung. Journal für Lehrer/innenbildung, 22(3), 96–108. https://doi.org/10.35468/jlb-03-2022-04

Fraefel, U. (2022). Mittels Kernpraktiken zu professionellem Unterrichten. Journal für Lehrer/innenbildung, 22(3), 16–29. https://doi.org/10.35468/jlb-03-2022-04

Kirchhoff, M., & Müller, K. (2022). Der Erwerb der Kernpraktik ‚Ziele festlegen‘: Ein hochschuldidaktisches Konzept. Journal für Lehrer/innenbildung, 22(3), 86–95. https://doi.org/10.35468/jlb-03-2022-04

Kleinknecht, M., Broß, I., Prinz-Weiß, A., & Nückles, M. (2022). „Ich kann Schüler*innen beim Erschließen von Fachtexten anleiten“: Ein Training zum Erlernen einer Kernpraktik. Journal für LehrerInnenbildung, 22(3), 74–85. https://doi.org/10.35468/jlb-03-2022-04

Lipowsky, F., & Rzejak, D. (2022). Unterrichtsgespräche erfolgreich führen: Eine zentrale Kernpraktik von Lehrkräften. Journal für Lehrer/innenbildung, 22(3), 58–73. https://doi.org/10.35468/jlb-03-2022-04

Überblicke, Sammelwerke und Schlüsseltexte

Kleinknecht, M., Krammer, K, & Seel, A. (Hrsg.). (2022). Core Practices. Journal für Lehrer/innenbildung, 22(3). Mit einem Überblick zu Core Practices sowie sieben weiteren Beiträgen aus dem deutschsprachigen Raum. https://doi.org/10.35468/jlb-03-2022-04

Grosser-Clarkson, D., & Neel, M. A. (2020). Contrast, Commonality, and a Call for Clarity: A Review of the Use of Core Practices in Teacher Education. Journal of Teacher Education, 71(4), 464-476. https://doi.org/10.1177/0022487119880162

Grossman, P. (Ed.) (2018). Teaching Core Practices in Teacher Education. Cambridge MA: Harvard Education Press.

Grossman, P., & Fraefel, U. (Eds.). (2024). Core Practices in Teacher Education: A Global Perspective. Cambridge MA: Harvard Education Press.

Kavanagh, S. S., Metz, M., Hauser, M., Fogo, B., Taylor, M. W. & Carlson, J. (2019). Practicing Responsiveness: Using Approximations of Teaching to Develop Teachers’ Responsiveness to Students’ Ideas. Journal of Teacher Education, 71(1), 94–107. https://doi.org/10.1177/0022487119841884

Grossman, P., Hammerness, K. & McDonald, M. (2009). Redefining teaching, re-imagining teacher education. Teachers and Teaching: theory and practice, 15(2), 273–289. https://doi.org/10.1080/13540600902875340

Matsumoto-Royo, K., & Ramírez-Montoya, M. S. (2021). Core practices in practice-based teacher education: A systematic literature review of its teaching and assessment process. Studies In Educational Evaluation, 70, Article 101047. https://doi.org/10.1016/j.stueduc.2021.101047

McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core Practices and Pedagogies of Teacher Education: A Call for a Common Language and Collective Activity. Journal of Teacher Education, 64(5), 378–386. https://doi.org/10.1177/0022487113493807

Generell zu Core Practices in der Lehrer:innenbildung

DeMink-Carthew, J., Grove, R., & Peterson, M. (2017). The Influence of the Core Practices Movement on the Teaching and Perspectives of Novice Teacher Educators. Studying Teacher Education, 13(1), 87-104. https://doi.org/10.1080/17425964.2017.1289083

Forzani, F. M. (2014). Understanding “Core Practices” and “Practice-Based” Teacher Education: Learning From the Past. Journal of Teacher Education, 65(4), 357–368. https://doi.org/10.1177/0022487114533800

Fraefel, U. (2020). Praktiken professioneller Lehrpersonen: Mit dem Aufbau zentraler Praktiken zu erfolgreichem Handeln im Unterricht. Bern: hep-Verlag.

Fraefel, U. (2023). Core Practices of Successful Teachers: Supporting Learning and Managing Instruction. Lanham: Rowman & Littlefield.

Fraefel, U. & Scheidig, F. (2018). Mit Pragmatik zu professioneller Praxis? Der Core-Practices-Ansatz in der Lehrpersonenbildung. Beiträge zur Lehrerinnen- und Lehrerbildung, 36(3), 344–364.

Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. W. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055–2100. https://doi.org/10.1177/016146810911100905

Janssen, F., Grossman, P. & Westbroek, H. (2015). Facilitating decomposition and recomposition in practice-based teacher education: The power of modularity. Teaching and Teacher Education, 51, 137–146. http://dx.doi.org/10.1016/j.tate.2015.06.009

Kazemi, E., Ghousseini, H., Cunard, A. & Chan Turrou, A. (2016). Getting Inside Rehearsals: Insights From Teacher Educators to Support Work on Complex Practice. Journal of Teacher Education, 67(1), 18–31. https://doi.org/10.1177/0022487115615191

Lampert, M., & Graziani, F. (2009). Instructional activities as a tool for teachers’ and teacher educators’ learning. The Elementary School Journal, 109(5), 491–509. https://doi.org/10.1086/596998

Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Chan Turrou, A., Beasley, H., … & Crowe, K. (2013). Keeping It Complex: Using Rehearsals to Support Novice Teacher Learning of Ambitious Teaching. Journal of Teacher Education, 64(3), 226–243. https://doi.org/10.1177/0022487112473837

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. https://doi.org/10.1080/0161956X.2014.938997

Van Der Schaaf, M., Slof, B., Boven, L., & De Jong, A. (2019). Evidence for measuring teachers’ core practices. European Journal of Teacher Education, 42(5), 675-694. https://doi.org/10.1080/02619768.2019.1652903

Konzeptionelle und empirische Arbeiten zu Aspekten von Kernpraktiken

Altmann, A. F., Weber, K. E., Prilop, C. N., Kleinknecht, M. & Nückles, M. (2019). Förderung von Kernkompetenzen in der Lehramtsausbildung durch videobasiertes Microteaching und Peerfeedback. In T. Ehmke, P. Kuhl & M. Pietsch (Hrsg.), Lehrer Bildung Gestalten (S. 213–223). Weinheim: Beltz Juventa.

Anthony, G., Hunter, J., & Hunter, R. (2015). Supporting prospective teachers to notice students’ mathematical thinking through rehearsal activities. Mathematics Teacher Education and Development, 17(2), 7–24. https://mted.merga.net.au/index.php/mted/article/view/271/244

Cohen, J., Yonas, A., Wilson, K. (In revision). Approximating teaching: A systematic review of the literature. Review of Educational Research.

Fogo, B. (2014). Core Practices for Teaching History: The Results of a Delphi Panel Survey. Theory and Research in Social Education, 42, 151–196. https://doi.org/10.1080/00933104.2014.902781

Ghousseini, H. (2015). Core Practices and Problems of Practice in Learning to Lead Classroom Discussions. The Elementary School Journal, 115(3), 334–357. https://doi.org/10.1086/680053

Grossman, P., Herrmann, Z., Schneider Kavanagh, S., & Pupik Dean, C. G. (2021). Core Practices for Project-Based Learning: A Guide for Teachers and Leaders. Cambridge MA: Harvard University Press.

Janssen, F., Grossman, P., & Westbroek, H. (2015). Facilitating decomposition and recomposition in practice-based teacher education: The power of modularity. Teaching and Teacher Education, 51, 137–146. https://doi.org/10.1016/j.tate.2015.06.009

Janssen, F., Westbroek, H., & Doyle, W. (2014). The Practical Turn in Teacher Education: Designing a Preparation Sequence for Core Practice Frames. Journal of Teacher Education, 65(3), 195–206. https://doi.org/10.1177/0022487113518584

Kavanagh, S., Conrad, J., & Dagogo-Jack, S. (2020). From rote to reasoned: Examining the role of pedagogical reasoning in practice-based teacher education. Teaching and Teacher Education, 89, Article 102991. https://doi.org/10.1016/j.tate.2019.102991

Millican, J. S., & Forrester, S. H. (2017). Core Practices in Music Teaching: A Delphi Expert Panel Survey. Journal of Music Teacher Education, 27(3), 51-64. https://doi.org/10.1177/1057083717736243

Millican, J. S., & Forrester, S. H. (2019). Pedagogical Content Knowledge and Core Practices for Music Teaching. In C. M. Conway, K. Pellegrino, A. M. Stanley, & C. West (Eds.), The Oxford Handbook of Preservice Music Teacher Education in the United States (pp. 377–393): Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190671402.013.18

Reisman, A., Kavanagh, S. S., Monte-Sano, C., Fogo, B., McGrew, S. C., Cipparone, P., & Simmons, E. (2018). Facilitating whole-class discussions in history: A framework for preparing teacher candidates. Journal of Teacher Education, 69(3), 278–293. https://doi.org/10.1177/0022487117707463

Schutz, K. M., Danielson, K. A., & Cohen, J. (2018). Approximations in English language arts: Scaffolding a shared teaching practice. Teaching and Teacher Education, 81, 100–111. https://doi.org/10.1016/j.tate.2019.01.004

Thompson, J. J., Hagenah, S., McDonald, S., & Barchenger, C. (2019). Toward a practice-based theory for how professional learning communities engage in the improvement of tools and practices for scientific modeling. Science Education, 103(6), 1423-1455. https://doi.org/10.1002/sce.21547

Troyan, F. J., Davin, K. J., & Donato, R. (2013). Exploring a Practice-Based Approach to Foreign Language Teacher Preparation: A Work in Progress. Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 69(2), 154–180. https://doi.org/10.3138/cmlr.1523

Von Esch, K. S., & Kavanagh, S. S. (2017). Preparing Mainstream Classroom Teachers of English Learner Students: Grounding Practice-Based Designs for Teacher Learning in Theories of Adaptive Expertise Development. Journal of Teacher Education, 69(3), 239-251. https://doi.org/10.1177/0022487117717467

Wæge, K., & Fauskanger, J. (2020). Teacher time outs in rehearsals: in-service teachers learning ambitious mathematics teaching practices. Journal of Mathematics Teacher Education, 24(6), 563–586. https://doi.org/10.1007/s10857-020-09474-0

Ward, P., Higginson, K., & Cho, K. (2020). Core Practices for Preservice Teachers in Physical Education Teacher Education. Journal of Physical Education, Recreation & Dance, 91(5), 37-42. https://doi.org/10.1080/07303084.2020.1734505

Windschitl, M. (2016). Preparing novices to disrupt traditional science instruction: Our need for a practice-based vision of teaching excellence. In C. Maurer (Ed.), Implementation fachdidaktischer Innovation im Spiegel von Forschung und Praxis (pp. 19–31). Regensburg: GDCP.

Windschitl, M., Thompson, J., Braaten, M., & Stroupe, D. (2012). Proposing a core set of instructional practices and tools for teachers of science. Science Education, 96(5), 878–903. https://doi.org/10.1002/sce.21027

Yilmaz, A., & Kleickmann, T. (2018). Förderung von Core Practices effizienter Klassenführung bei Lehramtsstudierenden. In B. Brouër, A. Burda-Zoyke, J. Kilian, & I. Petersen (Eds.), Vernetzung in der Lehrerinnen- und Lehrerbildung: Ansätze, Methoden und erste Befunde aus dem LeaP-Projekt (pp. 149–159). Münster: Waxmann.

Praxisbasierte Lehrer:innenbildung

Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3–32). San Francisco: Jossey-Bass.

Ball, D. L., & Forzani, F. M. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60(5), 497–511. https://doi.org/10.1177/0022487109348479

Grossman, P., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45(1), 184–205. https://doi.org/10.3102/0002831207312906

Hammerness, K. M., Darling-Hammond, L., Bransford, J., Berliner, D., Cochran- Smith, M., McDonald, M., et al. (2005). How teachers learn and develop. In L. Darling-Hammond, & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 358–389). Jossey-Bass.

Hauser, M., & Kavanagh, S. S. (2019). Practice-based teacher education. In Oxford research encyclopedias: Education. https://doi.org/10.1093/acrefore/9780190264093.013.419

Kennedy, M. (2016). Parsing the practice of teaching. Journal of Teacher Education, 67(1), 6–17. https://doi.org/10.1177/0022487115614617

Lampert, M. (2010). Learning teaching in, from, and for practice: What do we mean? Journal of Teacher Education, 61(1-2), 21–34. https://doi.org/10.1177/0022487109347321

Osborne, J. F., Borko, H., Fishman, E., Gomez Zaccarelli, F., Berson, E., Busch, K. C., . . . Tseng, A. (2019). Impacts of a Practice-Based Professional Development Program on Elementary Teachers’ Facilitation of and Student Engagement With Scientific Argumentation. American Educational Research Journal, 56(4), 1067–1112. https://doi.org/10.3102/0002831218812059

Zeichner, K. (2010). Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education. Journal of Teacher Education, 61(1–2), 89–99. https://doi.org/10.1177/0022487109347671

Zeichner, K. (2012). The Turn Once Again Toward Practice-Based Teacher Education. Journal of Teacher Education, 63(5), 376–382. https://doi.org/10.1177/0022487112445789