Where Do We Start?: Initiating a Practice-Based Teacher Education Program Around High-Leverage Practices

Abstract

In recent years, there has been renewed interest in practice-based teacher education around the enactment of high leverage practices, but there is scant scholarship detailing the perceptions of faculty members who must implement such programmatic shifts. Our study utilized survey and interview data to better understand faculty members’ beliefs and prior work related to this line of inquiry. Initial results suggest that despite practical concerns, our participants are optimistic about high leverage practices, and in contrast to deficiency narratives about teacher education, participants articulated sophisticated teacher preparation methods along these lines. Participants also desired programmatic coherence.

Keywords

• teacher education,high-leverage practices

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