Critical review Citation 1) Ball, D. L., & Forzani, F.M,. (2009). The Wor o!

Teachin" an# the Challen"e !or Teacher $#%cation. &o%rnal o! Teacher $#%cation, '0((), )9*+(11. 2) La,-ert, M. (2010). Learnin" Teachin" in, !ro,, an# !or .ractice/ What Do We Mean0 &o%rnal o! Teacher $#%cation,'1(1+2), 21+1). The !ir2t article #ealt with the ar"%,ent o! the a%thor2 in ,a in" -ractice the core o! teacher23 -ro!e22ional -re-aration. The ar"%,ent i2 loo e# !ro, the -er2-ective o! conte,-orar4 5ac #ro- o! teacher e#%cation c%rric%l%, centere# on 5elie!2 an# nowle#"e. The ,ain ar"%,ent o! thi2 article al2o !oc%2e2 on wh4 we nee# a 242te, o! initial an# contin%in" teacher e#%cation that can relia5l4 hel- -re-are or#inar4 -eo-le !or e!!ective -ro!e22ional -ractice in teachin". The writer2 al2o o!!er e6a,-le2 o! what ,i"ht 5e tan"le# in teachin" -ractice an# re2olve# with a #i2c%22ion o! challen"e2 in teacher e#%cation. The overview o! thi2 article incl%#e teachin" in the 7.8. in the 212t cent%r4, the wor o! teachin" an# the nee# !or -ro!e22ional trainin", teachin" -ractice in2i#e teacher e#%cation/ Towar#2 a c%rric%l%, an# e6a,-le2 on ,o#elin" 2%5traction an# rehear2in" rea#+alo%#. 9n the other han#, the 2econ# article #ealt on how !o%r #i!!erent conce-tion2 o! -ractice are inve2ti"ate# an# their i,-lication2 !or how learnin" teachin" ,i"ht 5e or"anize# are e6-lore#. :n tal a5o%t teacher -re-aration an# -ro!e22ional #evelo-,ent, we o!ten hear the wor# -ractice a22ociate# with what, how, or when the learnin" o! teachin" i2 2%--o2e# to ha--en. :n thi2 article, the a%thor anal4ze2 the vario%2 inter-retation2 that co%l# %n#erlie the lin 5etween -ractice an# learnin" teachin". The -%r-o2e o! thi2 e22a4 i2 to incite el%ci#ation o! what we ,ean when we tal a5o%t -ractice in relation to learnin" teachin". The overview o! thi2 article incl%#e the wor o! teachin", conce-tion2 o! -ractice, -ractice a2 that which contra2t2 with theor4, teachin" a2 a collection o! -ractice2, -ractice !or !%t%re -er!or,ance an# -ractice o! teachin". ;ere we can 2ee the ,ain !oc%2 o! each article where the !ir2t article #i2c%22e2 wh4 we nee# a 242te, o! -reli,inar4 an# contin%in" teacher e#%cation that can %n!ailin"l4 hel-re-are or#inar4 -eo-le !or e!!ective -ro!e22ional -ractice in teachin". The article al2o #e5ate2 on #e!ie2 in teacher e#%cation an# wa42 centerin" the teacher e#%cation. While the 2econ# article ar"%e2 on !o%r #i!!erent conce-tion2 o! -ractice an# the a%thor32 <%e2tion i2 what -ractice can ,ean in relation to learn the wor o! teachin". =--arentl4 the writer al2o 1

ten#2 to #i2cover #i!!erent ,eanin"2 o! -ractice an# the #i!!erent re-erc%22ion2 each ha2 !or how one learn2 or "et2 5etter at the wor o! teachin". The core ar"%,ent o! the !ir2t article !oc%2e2 on wh4 we %r"entl4 nee# to i,-rove all 2t%#ent23 o--ort%nitie2 an# learnin" an# a2 a ,atter o! !act, thi2 re<%ire2 2 ill!%l teachin". The a%thor2 al2o loo teachin" a2 an intricate wor , an# not nat%ral, an# nee#2 to 5e learne# an#, hence, ta%"ht. The4 al2o 2%--orte# the ar"%,ent that, 2eein" teachin" a2 2 ille#, hi"h+-reci2ion wor , that i2 not a ,atter o! -er2onal 2t4le an# -re!erence, i2 to ac nowle#"e it2 -ro!e22ional nat%re, not to re-%#iate it2 >creativit4.? There!ore, we nee# a relia5le 242te, o! -re-arin" ,an4 or#inar4 -eo-le !or e6-ert -ractice. =ccor#in" to the a%thor2, i,-rovin" e#%cational o%tco,e2 in the 7nite# 8tate2 i2 a challen"in" -ro5le,. Thi2 i2 loo e# a2 %r"enc4 in the 7nite# 8tate2. $<%i--e# with a 242te, that !aile# to 2%--l4 a hi"h <%alit4 e#%cation to all 2t%#ent2, -olic4 ,a er2 an# e#%cational lea#er2 are a2 in" !or ,ore ,%lti!acete# an# 2trivin" "oal2 to -re-are 4o%th !or the #e,an# o! 21 2t cent%r4. Be2i#e2, the #e,an# o! 212t cent%r4 al2o ha2 le# to enor,o%2 "a-2 in learnin" o--ort%nitie2 an# #i2-aritie2 in achieve,ent within the 7nite# 8tate2 an# other co%ntrie2. Thi2 i2 al2o a##e# 54 the ra-i#l4 chan"in" 2chool -o-%lation an# ,ore co,-le6 aca#e,ic "oal2 2et 54 2chool which al2o lea#2 to hi"h e6-ectation2 !or all 2t%#ent2. The !%rther #i2c%22ion o! the !ir2t article al2o reveale# that teacher2 ,atter2 a lot to 2t%#ent2 learnin". Teacher2 are loo e# a2 e4 to 2t%#ent2 learnin" an# there!ore lot2 o! initiative2 have 5een !oc%2e# on teacher recr%it,ent an# retention in 2teerin" new trail2 in teachin". ;owever the a%thor2 #e5ate# that tho2e initiative2 are la%"ha5le witho%t 5a2ic renovation2 to the c%rric%l%, o! -ro!e22ional e#%cation !or teacher2. :t i2 al2o #i2c%22e# in the article that there are o52tinate evi#ence that a lar"e -ro-ortion o! the varia5ilit4 in 2t%#ent achieve,ent "ain2 i2 #%e to the teacher. Th%2, one o5vio%2 2trate"4 !or i,-rovin" 2t%#ent23 o--ort%nitie2 an# learnin" i2 to en2%re that the4 have teacher2 who are a5le to hel- the, learn. :n thi2 ca2e, -ro!e22ional #evelo-,ent2 2ho%l# 5e #e2i"ne# to helteacher2 learn to enact nece22ar4 2 ill2 nee#e# to teach 2t%#ent2. 7n!ort%natel4, the -ro5le, o! -ro!e22ional trainin" ari2e2 in thi2 ca2e. =ccor#in" to the a%thor2, it i2 ,ainl4 #%e to the !act that the 2cale o! the nee# an# teachin" a2 %nnat%ral an# intricate wor . The a%thor2 al2o 2tate# that there are al,o2t ) ,illion teacher2 in the 7nite# 8tate2, -re-arin" teacher2 to ,eet the2e #e,an#2 i2 a ,a22ive %n#erta in". Meanwhile the core ar"%,ent o! the 2econ# article i2 the <%e2tion -ro-o2e# 54 it2 writer. The writer tell2 that it i2 not how one learn2 nowle#"e or what nowle#"e i2 ,o2t i,-ortant, 5%t what -ractice can ,ean in relation to learnin" the wor o! teachin". :n the article, the writer anal4ze the vario%2 %n#er2tan#in"2 that co%l# 5rin" a5o%t the lin 5etween 2

-ractice an# learnin" teachin", con2i#er 2o,e collective -ractice2 a5o%t teachin", an# ta e a 5rie! loo at how #i!!erent conce-t2 o! -ractice ,i"ht -la4 o%t in #e2i"n2 !or learnin" teachin". The writer al2o ai,2 to e6a,ine learnin" teachin" rather than learnin" to teach. =t the 2a,e ti,e, the writer al2o tar"et2 to e6-lore #i!!erent ,eanin"2 o! -ractice an# the #i!!erent i,-lication2 each ha2 !or how one learn2 or "et2 5etter at the wor o! teachin". 8econ# -art o! the !ir2t article i2 !oc%2e# on teachin" a2 intricate wor . The a%thor2 al2o 2tate# teachin" a2 %nnat%ral wor . The notion that teachin" i2 %nnat%ral i2 #i!!ic%lt to co,-rehen# 5eca%2e o! the %5i<%it4 o! teachin" activit4/ :n !act, a2 Cohen clai,2, ,o2t -eo-le teach. Teachin", #e!ine# a2 hel-in" other2 learn to #o -artic%lar thin"2, i2 an ever4#a4 activit4 in which ,an4 -eo-le en"a"e re"%larl4. ? Teachin", however, i2 not a5o%t 5ein" one2el!. Teacher i2 a >role wor#? (B%ch,ann, 1991, -. 1)*), an# the loc%2 o! the role o! teacher i2 other -eo-le@learner2. Teacher2 ,%2t !acilitate other2 to learn, %n#er2tan#, thin , an# #o. That teacher2 can the,2elve2 #o all o! the2e thin"2 are not eno%"h to helthe, hel- other2 learn. Teachin" involve2 i#enti!4in" wa42 in which a learner i2 thin in" a5o%t the to-ic or -ro5le, at han#, to 2tr%ct%re the ne6t 2te-2 in the learner32 #evelo-,ent, an# to over2ee an# a22e22 the learner32 -ro"re22 (2ee Ball & Forzani, 200*A Cohen et al., 2001). Th%2 the Bo5 o! a teacher i2 not nat%ral. To li2ten to an# watch other2 a2 clo2el4 a2 i2 re<%ire# to -ro5e their i#ea2 care!%ll4 an# to i#enti!4 e4 %n#er2tan#in"2 an# ,i2%n#er2tan#in"2. ;ence accor#in" to the writer2, it i2 vivi#l4 e6hi5ite# that teachin" i2 intricate wor which i2 ine!!icient to #evelo- 54 chance an# thro%"h in#ivi#%al e6-erience. :n thi2 conte6t, the a%thor2 al2o -rovi#e the co,,on wa4 o! 5ein" co,-are# with the wa4 o! 5ein" in teachin". =t the 2a,e ti,e, the a%thor2 al2o -rovi#e# ,o#el -ro-o2e# 54 Cohen, Ca%#en5%2h, & Ball (2001)A La,-ert (2001)A Lee (200*) that teachin" a2 %nnat%ral an# intricate wor hint2 teacher2 to wor with ti,e an# "ro%-2 o! 2t%#ent2 to acco,-li2h 2-eci!ic "oal2 %2in" re2o%rce2 a2 well a2 ,ana"in" an# %2in" environ,ent2. Be2i#e2, #etailin" the wor o! teachin" can "ive cre#i5ilit4 to the level o! 2 ill involve# in #oin" it an# ,%ch a5o%t teachin" i2 -re#icta5le an# invi2i5le to a ca2%al o52erver (Lewi2, 200*). 8o, teacher2 ,%2t #eci#e how to %2e ti,e in each le22on, #eter,ine the -oint o! the le22on (8lee-, 2009), an# choo2e ta2 2, e6a,-le2, ,o#el2 or analo"ie2, an# ,aterial2. The a%thor2 al2o #i2c%22e# on the 2cale o! the occ%-ation. =ccor#in" to the a%thor2, 2ince teachin" i2 a #e,an#in" Bo5 an# ,an4 -eo-le are teachin", the4 nee# to -rovi#e e<%ita5le o--ort%nitie2 !or the learner2 altho%"h there i2 a <%e2tion o! how #oin" it relia5l4.

9n the other han#, the 2econ# -art o! the 2econ# article #e5ate# on the wor o! teachin". The a%thor -roBecte# a <%e2tion to 5e"in the -ara"ra-h. The a%thor a2 e# what i2 that to 5e learne# when one i2 learnin" teachin". The al2o 2ai# that teachin" can ,ean ,an4 thin"2 an# in teacher e#%cation, we are ,ore concerne# with the -roce22 o! teachin" occ%rrin" in cla22roo,. ;ere it al2o ,ean2 that the wor entail2 re2-on2i5ilit4 !or whole cla22e2 o! 2t%#ent2. =--arentl4, the writer al2o ,entione# that cla22roo, teachin" i2 relational wor an# it involve2 concerte# action 54 the teacher an# a 2t%#ent. =2 a ,atter o! !act, teachin" in 2chool al2o involve2 intellect%al an# 2ocial colla5oration. Cla22roo, teacher2 ,%2t act con2cio%2l4 to ,aintain -ro#%ctive relation2hi-2 with -artic%lar in#ivi#%al 2t%#ent2 in a wa42 that re2%lt2 in tho2e 2t%#ent2 learnin". The !%n#a,ental i,-ortance o! thi2 colla5oration to the wor o! teachin" ha2 i,-ortant i,-lication2 !or how the wor ,i"ht 5e learne#. =-art !ro, that, the a%thor al2o ,entione# that teacher2 nee# to wor in relation to the -artic%lar 2%5Bect ,atter an# 2t%#ent2 are re2-on2i5le !or learnin". The a%thor al2o ar"%e# on the -oint that, it i2 the Bo5 o! the teacher to wor with the 2%5Bect ,atter to %n#er2tan# it, -lan le22on2, re-re2ent, #e,on2trate an# e6-lain it. The !%rther ar"%,ent 54 the a%thor i2 re"ar#in" the ,%lti-le in#2 o! -ro5le,2 which ari2e in e2ta5li2hin" an# ,aintainin" relation2hi- with 2t%#ent2 an# 2%5Bect ,atter. =2 a ,atter o! !act, teacher 5%il#2 relation2hi- with 2t%#ent2 aro%n# content not onl4 in a 2in"le le22on 5%t al2o acro22 "ro%-2 o! le22on. Dot onl4 that, the writer al2o 2tre22e# that the teacher+2t%#ent relation2hi- i2 !%n#a,ental to the wor o! teachin". ;owever the 2t%#ent2 #o not -re2ent the,2elve2 in the cla22roo, onl4 a2 in#ivi#%al2 5%t the4 e,er"e a2 ,e,5er2 o! 2ta5le an# #4na,ic "ro%- an# the4 interact in tho2e "ro%-2 aro%n# learnin" content. ;ere : wo%l# to #raw 2o,e 2i,ilaritie2 5etween the !ir2t an# the 2econ# article. :n the !ir2t article, the a%thor2 re"ar#e# teachin" a2 intricate wor . ;ow #o we #e!ine intricate here0 :ntricate ,ean2 #i!!ic%lt, co,-licate# or even co,-le6. The a%thor2 o! the !ir2t article -rovi#e# %2 2o,e e6-lanation wh4 teachin" i2 re"ar#e# a2 intricate wor . For e6a,-le each e-i2o#e o! in2tr%ction co,-ri2e2 ,an4 ta2 2 an# ,ove2, ,an4 o! the, invi2i5le to a ca2%al o52erver (Lewi2, 200*). There!ore teacher2 ,%2t #eci#e how to %2e ti,e in each le22on, #eter,ine the -oint o! the le22on (8lee-, 2009), an# choo2e ta2 2, e6a,-le2, ,o#el2 or analo"ie2, an# ,aterial2. Be2i#e2 that, #%rin" cla22 the4 ,%2t ee- trac o! 2( or ,ore learner2 a2 the4 ,ove thro%"h the content, ee- their e4e on the learnin" "oal2, atten# to the inte"rit4 o! the 2%5Bect ,atter, ,ana"e in#ivi#%al 2t%#ent 5ehavior an# ,aintain a -ro#%ctive learnin" environ,ent, -o2e 2trate"icall4 tar"ete# <%e2tion2, inter-ret 2t%#ent23 wor , cra!t re2-on2e2, a22e22, an# 2teer all o! thi2 towar# each 2t%#ent32 "rowth. Thi2 intricate wor involve2 hi"h level2 o! coor#ination. =ll o! the2e 2how that, teachin" i2 a 4

co,-le6. B4 the 2a,e to en, i! we loo at the 2econ# article, the a%thor al2o -rovi#e# e6a,-le 2howin" how a teacher32 Bo5 i2 intricate. For e6a,-le, teacher2 wor on the -ro5le,2 involve# in e2ta5li2hin" an# ,aintainin" intellect%al an# 2ocial relation2hi-2 with 2t%#ent2 an# content 54 arran"in" the !%rnit%re an# the 2che#%le, -lannin" le22on2, wor in" with 2t%#ent2 while 2t%#ent2 wor in#e-en#entl4 or in 2,all "ro%-2, in2tr%ctin" the whole cla22 at once, lin in" le22on2 over ti,e, coverin" the c%rric%l%,, ,otivatin" 2t%#ent2 to #o what nee#2 to 5e #one to learn, a22e22in" whether -ro"re22 i2 5ein" ,a#e, ,ana"in" #iver2it4 o! all 2ort2, an# !inall4 5rin"in" the 4ear to a clo2e. Fro, the e6a,-le "iven 54 the a%thor, it i2 tellin" %2 that the Bo5 o! a teacher i2 #iver2e which i2 act%all4 "ivin" %2 a in#ication that a Bo5 o! a teacher i2 alwa42 co,-le6. The ne6t -art o! the !ir2t article reveale# on the teachin" -ractice in2i#e teacher e#%cation. The a%thor2 !oc%2e# towar#2 a -ractice E !oc%2e# c%rric%l%,. :n thi2 ca2e, accor#in" to (Ball & Ba22, 2001), it i2 #erive# !ro, the ta2 2 an# #e,an#2 o! -ractice an# incl%#e2 now+how a2 well a2 #eclarative nowle#"e. ;ere it wo%l# incl%#e noteworth4 attention not B%2t to the nowle#"e #e,an#2 o! teachin" 5%t to the act%al ta2 2 an# activitie2 involve# in the wor . :t wo%l# not 2ettle !or #evelo-in" teacher23 5elie!2 an# co,,it,ent2A in2tea#, it wo%l# e,-ha2ize re-eate# o--ort%nitie2 !or novice2 to -ractice carr4in" o%t the interactive wor o! teachin" an# not B%2t to tal a5o%t that wor . =--arentl4 a -ractice+ !oc%2e# c%rric%l%, wo%l# al2o have to incl%#e !o%n#ational nowle#"e, 5%t #e2i"ne# an# #evelo-e# #i!!erentl4 !ro, it2 %2%al treat,ent in teacher23 -re-aration. =t the 2a,e ti,e, the a%thor2 al2o 2tre22e# that the core ta2 o! teachin" 2ho%l# al2o 5e !oc%2e# in -ractice E !oc%2e# c%rric%l%,. The ne6t -art o! the 2econ# article reveale# the #i2c%22ion on the conce-tion2 o! -ractice. The a%thor e6-lore2 !o%r #i!!erent conce-tion2 o! -ractice an# their i,-lication2 !or how learnin" teachin" ,i"ht 5e or"anize#. =ccor#in" to the writer, -ro5le,2 with learnin" the wor o! teachin" are o!ten re"ar#e# 5etween teacher e#%cation an# 2o,e conce-tion2 o! -ractice. .ractice here ,ean2 #i!!erent thin"2. For e6a,-le, a -ractice+5a2e# c%rric%l%, co%l# 5e co,-ellin" !or teacher2 an# wo%l# hel- the, i,-rove 2t%#ent23 learnin". (Ball, & Cohen, 1999, -. ', e,-ha2i2 a##e#) an# >8in or 2wi,? in#%ction enco%ra"e2 novice2 to 2tic to whatever -ractice2 ena5le the, to 2%rvive whether or not the4 re-re2ent >5e2t? -ractice in that 2it%ation. (Fei,an+De,2er, 2001, -. 101), e,-ha2i2 a##e#). :n thi2 conte6t, the a%thor ha2 lin e# -ractice with -ro5le,2 in learnin" teachin". The !ir2t ar"%,ent #e5ate# 54 the a%thor i2 that, -ractice 2ee,2 to 5e an i#eal that e6i2t2 in the ,in# o! re!or,er2 an# ,a45e in the wor o! a !ew -ractitioner2 5%t at the 2a,e ti,e it 2ee,2 -o22i5le to or"anize the c%rric%l%, o! -re-aration aro%n# it. While the 2econ# notion -ro-o2e# 54 the a%thor i2, -ractice2 are not the 5e2t thin"2 !or novice2 to #o, 5%t the4 are thin"2 that the4 now how to 5

#o in or#er to 2%rvive, an# one won#er2 how the4 learn to #o the,. Both i#ea2 are "ivin" %2 an in#ication that -ractice -la42 an i,-erative role. The a%thor !%rther e6-lore2 #i!!erent conce-tion2 a5o%t -ractice2 which are -ractice a2 that which contra2t2 with theor4A teachin" a2 a collection o! -ractice, -ractice !or !%t%re -er!or,ance an# the -ractice o! teachin". We will !%rther loo at the !ollowin" -art o! the 2econ# article which i2 -ractice a2 that which contra2t2 with theor4. .ro5a5l4 the ,o2t co,,on wa4 in which the wor# -ractice i2 %2e# in relation to the learnin" o! teachin" i2 to contra2t it with theor4 or re2earch. :n thi2 %2a"e, it ,ean2 what -eo-le #o rather than what the4 thin or now. :t %2%all4 re!er2 to an4thin" that i2 not theor4 or re2earch. .ractice i2 the -roce22 o! activel4 carr4in" o%t an i#ea a2 #i2tinct !ro, the -roce22 o! havin" an i#ea. Thi2 #e!inition 2%""e2t2 a linear relation2hi-/ one "et2 or ha2 an i#ea, an# then realize2 itA one learn2 or artic%late2 a theor4, then %2e2 or a--lie2 it. 9!ten the ar"%,ent i2 ,a#e that the theor4E-ractice #ivi#e e6i2t2 5eca%2e the 2it%ation2 in which %2e an# a--lication are 2%--o2e# to occ%r are -artic%lar an# #i!!erent !ro, one another. Th%2 -ractice 5eco,e2 lin e# with the conce-t o! the teacher a2 an in#e-en#ent arti2an who ,%2t create hi2 or her own techni<%e2 (;%5er,an, 1991). :n thi2 view o! -ractice, the learnin" o! teachin" -ractice i2 2o,ethin" one #oe2 54 one2el! while #oin" the wor . The ne6t conce-tion o! -ractice #i2c%22e# in the 2econ# article i2 teachin" a2 a collection o! -ractice2. The a%thor 2tate# that, >teacher e#%cation 5e or"anize# aro%n# a core 2et o! -ractice2 !or teachin" that novice2 are hel-e# to #evelo- #%rin" -ro!e22ional e#%cation? (-. 2*)). :n thi2 %2a"e, the #ictionar4 #e!ine2 a -ractice a2 a ha5it, c%2to,A 2o,ethin" #one con2tantl4 or %2%all4. Thi2 %2e o! the wor# -ractice i,-lie2 thin"2 that -eo-le #o, con2tantl4 an# ha5it%all4. Con2i#erin" the nat%re o! teachin" a2 relational wor in which the teacher e2ta5li2he2 an# ,aintain2 connection2 o! vario%2 2ort2 with 2t%#ent2 an# 2%5Bect ,atter2 #%rin" a 9+,onth 2chool 4ear (La,-ert, 2001), it ,a e2 2en2e to 2ee what he or 2he i2 #oin" in ter,2 o! the #evelo-,ent o! ha5it2 an# c%2to,2. Thi2 2en2e in which the wor# -ractice i2 %2e# to ,ean 2o,ethin" li e ro%tine #oe2 2ee, hel-!%l to %n#er2tan#in" the -ro5le,2 o! learnin" teachin" !ro, the -er2-ective o! what it ta e2 to #o the wor . To !%rther e6-lain a5o%t thi2 conce-tion, we 2ho%l# loo into what ;atch an# Fro22,an (2009) -ro-o2e#. The4 re"ar# -ractice2 a2 the !%n#a,ental e4 to lin in" teacher e#%cation !or novice2 with what -racticin" teacher2 #o. :n thi2 ca2e, hi"h+levera"e -ractice2 are a--roache2 to teachin" that can 5e %2e# to a##re22 co,,on -ro5le,2 o! -ractice that teacher2 !ace an# that novice2 will al,o2t certainl4 nee# to e,-lo4 once the4 5e"in teachin".

Dow let32 loo a"ain at the !ir2t article. ;ere : will 5rie!l4 e6-lain on what the a%thor2 o! the !ir2t article #i2c%22e# %n#er -ractice E !oc%2e# c%rric%l%,. Fir2t an# !ore,o2t, hi"h levera"e re2o%rce2 !or -ractice 2ho%l# 5e !oc%2e#. ;i"h levera"e -ractice2 incl%#e ta2 2 an# activitie2 that are e22ential !or 2 ill!%l 5e"innin" teacher2 to %n#er2tan#, ta e re2-on2i5ilit4 !or, an# 5e -re-are# to carr4 o%t in or#er to enact their core in2tr%ctional re2-on2i5ilitie2. Then, it 2ho%l# 5e #eci#e# on the core -ractice2 where 5e"inner2 2ho%l# ,a2ter. =t the 2a,e ti,e, the teacher2 2ho%l# 5e e6-o2e# with core nowle#"e nee#e# !or teachin" !or e6a,-le to-ic2, wa42 o! wor in", 2 ill2 an# thin in". =-art !ro, that, the writer2 al2o ,entione# a5o%t i#enti!4in" -ro!e22ional an# -ractical !o%n#ation2 that orient teacher23 role an# -ractice. =ll o! the2e will #e!initel4 -ro#%ce a "oo# teacher !oc%2in" on the 2t%#ent23 nee#2. ;ere a"ain : wo%l# li e to #raw 2o,e 2i,ilaritie2 5etween the !ir2t an# the 2econ# article. Both the a%thor2 !ro, the !ir2t an# 2econ# article con!erre# on hi"h+levera"e -ractice2. =ccor#in" to the a%thor2 !ro, the !ir2t article, >;i"h levera"e -ractice2 incl%#e ta2 2 an# activitie2 that are e22ential !or 2 ill!%l 5e"innin" teacher2 to %n#er2tan#, ta e re2-on2i5ilit4 !or, an# 5e -re-are# to carr4 o%t in or#er to enact their core in2tr%ctional re2-on2i5ilitie2.? There!ore -ic in" hi"h+levera"e ele,ent2 on which to !oc%2 novice23 e#%cation, an# creatin" lan"%a"e with which to tal a5o%t wor that e6-ert2 o!ten -er!or, tacitl4, can 5e"in to 5%il# the !o%n#ation !or a c%rric%l%, ai,e# at #evelo-in" -ractitioner2 an#, hence, i,-rovin" the <%alit4 o! -ractice. :#enticall4, the a%thor o! the 2econ# article al2o re!lecte# on hi"h+levera"e -ractice2. The a%thor -ointe# o%t the i#ea -ro-o2e# 54 ;atch an# Fro22,an (2009) that, >;i"h+levera"e -ractice2 al2o ena5le novice2 to contin%e to learnA !or e6a,-le, learnin" to elicit 2t%#ent thin in" in #i2c%22ion2 allow2 new teacher2 to learn a5o%t the #i!!erent wa42 2t%#ent2 ,a4 5e thin in" a5o%t a te6t or -ro5le,.? (--. *'+**). =t thi2 -oint, we can 2a4 that hi"h+levera"e -ractice2 are i,-ortant in teacher e#%cation. Thi2 i2 5eca%2e hi"h+levera"e -ractice2 are in2tr%ctional ta2 2 an# activitie2 that -ower!%ll4 -ro,ote 2t%#ent learnin" an# are !%n#a,ental to co,-etent 5e"innin" teachin" an# e22ential !or 5e"innin" teacher2 to %n#er2tan# an# 5e a5le to teach. Loo in" 5ac at the thir# conce-tion2 o! -ractice -on#ere# 54 the a%thor o! the

2econ# article which i2 -ractice !or !%t%re -er!or,ance. :! we loo the ter, in relation to the wor o! teachin", it "ive2 %2 an in2in%ation on 2o,ethin" that co%l# 5e learne# 54 5ein" -ractice# or re-eate#. =t the 2a,e ti,e, it co%l# al2o incor-orate the ,ore 5roa# i#ea o! learnin" teachin" !ro, e6-erience. The a%thor al2o -rovi#e# e6a,-le o! i#ea -o2e# 54 (Gane, Coc o!!, & 8tai"er, 200H) that, >There i2 evi#ence that teacher2 #o 5eco,e ,ore e!!ective with 2 4ear2 o! e6-erience, -erha-2 !ro, -racticin" in the 2en2e o! re-eate# e!!ort2 to #o the 2a,e thin". .racticin" here can al2o 5e loo e# a2 rehear2in". = 24non4, !or the 7

ver5 !or, o! -ractice i2 rehear2e. Cehear2al i2 2o,ethin" that occ%r2 in -re-aration !or -er!or,ance. Both -racticin" an# rehear2in" are o!ten #one in the conte6t o! "ettin" !ee#5ac . :n 2t%#ie2 o! -ro!e22ional learnin" a,on" -racticin" teacher2, "ro%-2 o! teacher2 2ee in" to i,-rove are !o%n# tellin" one another a5o%t cla22roo, inci#ent2, "ivin" one another !ee#5ac , an# %2in" tho2e inci#ent2 a2 a 5a2i2 to -re-are !or !%t%re teachin" 54 re-eatin" what the4 have learne# !ro, the -artic%lar in ,ore "eneral ter,2 (;orn, 200(). $<%all4 i,-ortant, the a%thor al2o -rovi#e# the view 2%""e2te# 54 Davi# Berliner (19H(). ;e 5elli"erentl4 2%""e2te# -racticin" a2 a--ro-riate !or learnin" teachin". ;e al2o a##e# that novice teacher2 wo%l# 5e ,ore 2%cce22!%l in #evelo-in" the >teachin" 5ehavior2? reco,,en#e# 54 re2earcher2 i! the4 ha# o--ort%nitie2 to rehear2e tho2e 5ehavior2 in la5orator4 2ettin"2 5e!ore tr4in" the, in act%al cla22roo,2. =--arentl4, we co%l# al2o loo into Ianow32 o52ervation. =ccor#in" to thi2 o52ervation, the "oal o! teacher e#%cation i2 to -re-are novice teacher2 in %2in" the >r%le2 o! en"a"e,ent?. ;ere it i,-lie2 that 5oth the teacher an# the 2t%#ent2 learn, !ro, their e6-erience2 with one another, what to e6-ect an# what the re2%lt2 o! -artic%lar action2 can 5e -re#icte# to 5e. Fro, here it can 5e 2ai# that the r%le2 o! en"a"e,ent ,ean2 that what re-eate#l4 #one 54 the teacher an# 2t%#ent2 a2 -ractice. Be!ore we ,ove on to the #i2c%22ion o! the !ir2t article, we 2hall loo at the la2t conce-tion o! -ractice #e5ate# 54 the a%thor o! the 2econ# article. Learnin" the -ractice o! teachin" in thi2 2en2e i2 learnin" >what teacher2 #o? in co,,on rather than learnin" what a -artic%lar teacher #oe2 54 a--renticin" with a ,ore -ro!icient in#ivi#%al. :t involve2 a#o-tin" the i#entit4 o! a teacher, 5ein" acce-te# a2 a teacher, an# ta in" on the co,,on val%e2, lan"%a"e, an# tool2 o! teachin". Learnin" the -ractice o! teachin" i2 not onl4 a5o%t learnin" to #o what teacher2 #o 5%t learnin" to call one a teacher an# to 5elieve in what teacher2 5elieve in. The a%thor al2o i,-lie2 the i#ea -ro-o2e# 54 (La,-ert, Boer2t, & Fraziani,), that the nat%re o! teachin" -ractice i2 c%lt%rall4 #e!ine# when teacher2 wor with collea"%e2 with who, the4 2hare a22%,-tion2 a5o%t the "oal2 o! their wor an# how to acco,-li2h the, The character o! -ractice i2 ,ol#e# a2 teacher2 interact !ace to !ace an# %2e co,,on tool2 @2che#%le2, 5oo 2, te2t2, 2o!tware, -la4 2-ace2, 5%lletin 5oar#2@in -artic%lar wa42, to wor on what the4 con2i#er to 5e co,,on -ro5le,2 (Fro22,an, Wine5er", & Woolworth, 2001A ;orn, 200(). 8o, when we tal a5o%t teachin" -ractice, 5oth article2 have to%che# on it. :n the !ir2t article, the a%thor2 -rovi#e# e6a,-le o! two ca2e2 in teacher e#%cation involvin" teachin" -ractice. 9ne %2e2 #e,on2tration an# criti<%e to hel- 2t%#ent2 learn to ,o#el 2%5traction to ele,entar4 2chool 2t%#ent2A the other %2e2 rehear2al an# coachin" to hel- 2t%#ent2 learn to rea# a 2tor4 alo%# to 4o%n" -%-il2. 9n the other han#, the 2econ# article al2o #eli5eratel4 8

#i2c%22e# on teachin" -ractice. ;ere the a%thor 2tre22e# that, learnin" the -ractice o! teachin" i2 not onl4 a5o%t learnin" to #o what teacher2 #o 5%t learnin" to call one2el! a teacher an# to 5elieve in what teacher2 5elieve in. The a%thor2 o! the !ir2t article al2o e,-ha2ize# on #e2i"nin" a 242te, o! -ro!e22ional -e#a"o"ie2 2%ch a2 clo2e ,o#elin", trainin", coachin" an# 2t%#4 o! recor#2 o! -ractice. Thi2 incl%#e2 in virt%al, #e2i"ne# an# real 2chool 2ettin"2. 9n the other han#, the a%thor2 too #i2c%22e2 on i#enti!4in" what to teach. The wor o! teachin" 2ho%l# 5e #eco,-o2e# into 2,aller -ractice that can 5e artic%late#, %n-ac e#, 2t%#ie#, an# rehear2e# an# can 5e reinte"rate# into real+ti,e teachin". Be2i#e2, a2 ,entione# earlier the -ractice2 2ho%l# 5e Jhi"h+levera"e3 !or 5e"inner2 an# central to #i!!erent a--roache2 in teachin". Thi2 will 5e a cr%cial wa4 to i,-rove the learnin" an# achieve,ent o! all 2t%#ent2. 8o,e e6a,-le2 were al2o "iven in the article on -e#a"o"4 2%ch a2 interactin" with -%-il23 care"iver2, a2 in" <%e2tion2 o! 2t%#ent2 a5o%t the content, -%ttin" ,aterial %- !or -%-il2 to %2e in the !or, o! #ia"ra,2, wor#2, ta2 2. The a%thor2 al2o -rovi#e# e6a,-le2 on a22e22in" an# #ia"no2in" -%-il23 2 ill2 an# nowle#"e a2 well a2 learnin" a5o%t -%-il23 conte6t2. There!ore, in or#er to #e,on2trate what it ,i"ht ,ean a5o%t teachin" -ractice, the a%thor2 #raw on two e6a,-le2 o! teacher e#%cation. The !ir2t ca2e i2 teachin" 2t%#ent2 to %2e ,athe,atical nowle#"e !or teachin" thro%"h ,o#elin" an# criti<%e while the 2econ# ca2e i2 teachin" 2t%#ent2 to rea# alo%# thro%"h rehear2al an# !ee#5ac . :n teachin" ,o#elin" 2%5traction i2 learnin" ,athe,atic2 !or teachin" an# #evelo-in" 2 ill an# -reci2ion with ,o#elin". :n thi2 ca2e 2-ecialize# content nowle#"e will 5e %2e# with ,o#elin" 2%5traction with 5a2e+ten ,aterial2. ;ere the 2t%#ent2 are e6-o2e# with ,a--in" clo2el4 5etween action2 with the ,aterial2 an# the 24,5olic re-re2entation. The4 are al2o e6-o2e# with the 2howin" that >5orrowin"? i2 act%all4 re"ro%-in", or >re+writin"? a n%,5er. Thi2 i2 act%all4 #evelo-in" !ine attention to #etail2 o! #oin" the re-re2entin" in the 2%5traction. While the 2econ# ca2e e6hi5it2 on the -er!or,in" o! in2tr%ctional ,ove2 which i2 rehear2in" rea#in" alo%# a ,o#el -ro-o2e# 54 (La,-ert & 8cott, 200*). Teacher %2e2 a wor# an# 2ettin" %- rea#in" with 2-eci!ic "%i#in" <%e2tion2. Then teacher =ntici-ate an# -rovi#e #irection2 a2 well a2 la2tl4 %2e one32 voice, an# writin" on cli-5oar#. :n rehear2in" rea#in" alo%#, the teacher2 will act%all4 learn in2tr%ctional activitie2 an# tr4 the, o%t in cla22roo,. =!ter tr4in" o%t in cla22roo,, teacher 5rin"2 re-re2entation o! what ha--ene# 5ac to cla22 an# anal4ze. La2tl4 teacher ,o#i!ie2 in2tr%ctional activitie2 5a2e# on anal42i2 o! how the4 wor e#, revi2e -lan2 an# ta e ne6t 2te-2 in in2tr%ction.

The la2t -art o! the !ir2t article i2 the #i2c%22ion on Centerin" Teacher $#%cation in .ractice. The a%thor2 !%rther #i2c%22e# on the challen"e2 an# re2o%rce2. 9ne challen"e involve# in centerin" teacher e#%cation in -ractice i2 care!%l #econ2tr%ction an# artic%lation o! the wor o! teachin" with an e4e towar# ,a in" the ,o2t #etaile# ele,ent2 o! in2tr%ction learna5le witho%t -l%,,etin" teachin" -ractice to an ato,ize# collection o! #i2crete an# %nconnecte# tin4 act2 (Fro22,an & McDonal#, 200H). =nother challen"e i2 the in2%!!icienc4 o! the nowle#"e 5a2e a5o%t teachin" -ractice. $!!ective -ro!e22ional e#%cation wo%l# -re-are teacher2 with nowle#"e an# 2 ill2 that wo%l# ena5le the, to en"a"e in in2tr%ction that hel-2 chil#ren learn. The a%thor2 too #eli5erate# on centerin" the teacher e#%cation. :n or#er to #o that, the4 ar"%e# that the -a2t hi2tor4 o! ,icroteachin" an# co,-etenc4 5a2e# teacher e#%cation 2ho%l# 5e anal4ze# !or the 2i,ilaritie2 an# #i!!erence2. Then 2%5Bect ,atter nowle#"e !or teachin", 2 ill2, #i2cretionar4 a#a-tation an# B%#",ent 2ho%l# 5e inte"rate#. 9n the other han#, -ro"re22 2ho%l# 5e ,a#e on content nowle#"e !or teachin". The a%thor2 al2o #i2c%22e# the i#ea -ro-o2e# 54 (Fro22,an et al., 2009) that other -ro!e22ion2 ,i"ht helteacher e#%cator2 #evelo- con2en2%2 aro%n# a c%rric%l%, o! -ractice. Thi2 can 5e #one thro%"h #evelo-in" an a"ree#+%-on c%rric%l%, o! -ractice an# have 5roa#enin" i#ea o! >clinical? an# wa42 to 2tr%ct%re an# 2%--ort it. La2tl4, the a%thor2 5rie!l4 #i2c%22e# on the -rai2e o! #etaile# trainin" in teacher e#%cation. ;ere it i2 5ein" 2tre22e# that, there i2 an %r"ent nee# to 5%il# a 242te, o! -ro!e22ional trainin" that can relia5l4 -re-are lar"e n%,5er2 o! re"%lar a#%lt2 to #o the 2 ille# wor involve# in hel-in" 4o%n" -eo-le learn an# #evelo-. To view teachin" a2 a hi"hl4 2 ille# -ractice, one that re<%ire2 clo2e trainin", i2 to re2-ect the -ro!e22ional #e,an#2 o! the wor . There!ore, we %r"entl4 nee# to i,-rove all 2t%#ent23 o--ort%nitie2 an# learnin" an# thi2 re<%ire2 2 ill!%l teachin". Teachin" i2 intricate wor , an# not nat%ral, an# nee#2 to 5e learne# an#, hence, ta%"ht. 8eein" teachin" a2 2 ille#, hi"h+-reci2ion wor , that i2 not a ,atter o! -er2onal 2t4le an# -re!erence, i2 to ac nowle#"e it2 -ro!e22ional nat%re, not to re-%#iate it2 >creativit4.? La2t 5%t not lea2t, the a%thor2 2ai# that, we nee# a relia5le 242te, o! -re-arin" ,an4 or#inar4 -eo-le !or e6-ert -ractice. 9n the whole, the a%thor2 o! the !ir2t article 2%,,arize# that there i2 a nee# !or a 242te, o! initial an# contin%in" teacher e#%cation that can relia5l4 hel- -re-are or#inar4 -eo-le !or e!!ective -ro!e22ional -ractice in teachin". Th%2 that will re<%ire "ro%n#in" teacher e#%cation on the wor o! teachin" an# !oc%2in" #evelo-,entall4 on the hi"he2t+ levera"e -ractice2. =-art !ro, that, it i2 al2o e,-ha2ize# that e6tra attention "iven to the -er!or,ance o! teachin" in the c%rric%l%, an# in a22e22,ent2. To !ini2h, the a%thor2 %r"e# 10

on 5%il#in" a 242te, o! relia5le -ro!e22ional #evelo-,ent. Meanwhile, the a%thor o! the 2econ# article 2%,,arize# that ,%lti-le %2e2 o! the wor# -ractice re"ar#in" learnin" teachin" i2 an %nnervin" e6erci2e. =2 a whole, the writer #i2c%22e# on the wor# -ractice a22ociate# with what, how, or when the learnin" o! teachin" 2%--o2e# to ha--en. The writer #eli5eratel4 #i2c%22e# on the #iver2e conce-tion2 o! -ractice an# their i,-lication2 !or how learnin" teachin" are e6-lore#. .erha-2 the ,o2t i,-ortant <%e2tion2 rai2e# 54 #i!!erent %2e2 o! the wor# -ractice in relation to learnin" teachin" i2 whether -ractice i2 ,eant to 5e 2o,ethin" that an in#ivi#%al #oe2 an# learn2 !ro, other in#ivi#%al2 or 2o,ethin" create# an# ,aintaine# 54 a collective an# learne# 54 -artici-ation in that collective. =2 in the !inal anal42i2, : !eel that the e4 !oc%2 o! the !ir2t article i2 wh4 we nee# a 242te, o! -reli,inar4 an# contin%in" teacher e#%cation that can %n!ailin"l4 hel- -re-are or#inar4 -eo-le !or e!!ective -ro!e22ional -ractice in teachin". The article al2o #i2c%22e2 on #e!ie2 in teacher e#%cation an# wa42 centerin" the teacher e#%cation an# how to ,a e -ractice the core o! 2-ecialize# trainin". While the 2econ# article ar"%e2 on !o%r #i!!erent conce-tion2 o! -ractice an# the a%thor32 <%e2tion i2 what -ractice can ,ean in relation to learn the wor o! teachin". =--arentl4 the writer al2o ten#2 to #i2cover #i!!erent ,eanin"2 o! -ractice an# the #i!!erent re-erc%22ion2 each ha2 !or how one learn2 or "et2 5etter at the wor o! teachin". Be!ore 2%,,in" %-, : !eel that 5oth article2 #i2c%22e# on ,a in" -ractice the core o! teacher32 -ro!e22ional -re-aration an# their i,-lication2 on learnin" teachin". =ll in all, 5oth article2 are lin e# to teacher e#%cation. We %n#er2tan# teacher e#%cation a2 an interaction -roce22 e,5e##e# in a 2ocial, or"anizational an# c%lt%ral conte6t. :t i2 ,ainl4 5etween teacher e#%cator2 an# !%t%re teacher2, 5%t al2o incl%#in" 242te,atic interaction2 a,on" teacher2 ai,in" at -ro!e22ional "rowth.

Ce!erence Ball, D. L., & Forzani, F.M,. (2009). The Wor o! Teachin" an# the Challen"e !or Teacher $#%cation. &o%rnal o! Teacher $#%cation, '0((), )9*+(11. 11

;%5er,an, M. (1991). The ,o#el o! the in#e-en#ent arti2an in teacher23 -ro!e22ional relation2. :n &. W. Little & M. W. McLa%"hlin ($#2.), Teacher2 wor / :n#ivi#%al2, collea"%e2, an# conte6t2 (--. 11+(0). Dew Ior / Teacher2 Colle"e .re22. La,-ert, M. (2001). Teachin" -ro5le,2 an# the -ro5le,2 o! teachin". Dew ;aven, CT/ Iale 7niver2it4 .re22. La,-ert, M., & Fraziani, F. (2009). :n2tr%ctional activitie2 a2 a tool !or teacher23 an# teacher e#%cator23 learnin" in an# !or -ractice. $le,entar4 8chool &o%rnal 109((), )91+(09. La,-ert, M. (2010). Learnin" Teachin" in, !ro,, an# !or .ractice/ What Do We Mean0 &o%rnal o! Teacher $#%cation,'1(1+2), 21+1).

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