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Differentiating between Core Practices and Best Practices: Exploring Divergent Purposes for Developing a Professional Language for Teaching

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Title: Differentiating between Core Practices and Best Practices: Exploring Divergent Purposes for Developing a Professional Language for Teaching
Language: English
Authors: Sarah Schneider Kavanagh (ORCID 0000-0002-6645-3542), Elizabeth Schiavone Gotwalt, Amy Guillotte, Tess Bernhard
Source: Teachers College Record. 2024 126(11):59-89.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 31
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Faculty Development, Active Learning, Student Projects, Educational Practices, Teacher Attitudes, Language Usage, Educational Quality, Inservice Teacher Education, Secondary School Teachers
DOI: 10.1177/01614681251318871
ISSN: 0161-4681
1467-9620
Abstract: Background: In 2008, Grossman and McDonald called for the development of a common language of "core practices" for describing the practice of teaching. They argued that a shared language of practice would help teacher educators and teachers work together on practice and develop nuanced, complex, and shared conceptualizations of instruction. Purpose: This article interrogates the claim that core practices promote shared language development by investigating a practice-based professional development (PD) program on project-based learning (PBL). Within the PD program, we study how teachers' conceptualizations of high-quality teaching shifted and how this related to their use of core practices language. Research Design: This qualitative content analysis examines if and how teachers' conceptualizations of high-quality teaching and their use of core practices language shifted across pre- and post-PD interviews. Conclusions: After the PD program, teachers' conceptualizations of high-quality teaching had changed. However, despite this shift, teachers rarely used the language of core practices when describing their teaching. These findings raise questions about the relationships between core practices of teaching, professional language, and teachers' conceptualizations of teaching. The authors discuss these questions and offer a framework differentiating core practices from best practices. The framework compares divergent purposes for developing a shared language to describe the practice of teaching.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1472448
Database: ERIC
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  Data: Differentiating between Core Practices and Best Practices: Exploring Divergent Purposes for Developing a Professional Language for Teaching
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  Data: <searchLink fieldCode="AR" term="%22Sarah+Schneider+Kavanagh%22">Sarah Schneider Kavanagh</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6645-3542">0000-0002-6645-3542</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elizabeth+Schiavone+Gotwalt%22">Elizabeth Schiavone Gotwalt</searchLink><br /><searchLink fieldCode="AR" term="%22Amy+Guillotte%22">Amy Guillotte</searchLink><br /><searchLink fieldCode="AR" term="%22Tess+Bernhard%22">Tess Bernhard</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Teachers+College+Record%22"><i>Teachers College Record</i></searchLink>. 2024 126(11):59-89.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Background: In 2008, Grossman and McDonald called for the development of a common language of "core practices" for describing the practice of teaching. They argued that a shared language of practice would help teacher educators and teachers work together on practice and develop nuanced, complex, and shared conceptualizations of instruction. Purpose: This article interrogates the claim that core practices promote shared language development by investigating a practice-based professional development (PD) program on project-based learning (PBL). Within the PD program, we study how teachers' conceptualizations of high-quality teaching shifted and how this related to their use of core practices language. Research Design: This qualitative content analysis examines if and how teachers' conceptualizations of high-quality teaching and their use of core practices language shifted across pre- and post-PD interviews. Conclusions: After the PD program, teachers' conceptualizations of high-quality teaching had changed. However, despite this shift, teachers rarely used the language of core practices when describing their teaching. These findings raise questions about the relationships between core practices of teaching, professional language, and teachers' conceptualizations of teaching. The authors discuss these questions and offer a framework differentiating core practices from best practices. The framework compares divergent purposes for developing a shared language to describe the practice of teaching.
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