From rote to reasoned: Examining the role of pedagogical reasoning in practice-based teacher education.

•Critics worry that practice-based teacher education focuses on teaching behaviors and not pedagogical reasoning.•Practice-based teacher learning experiences can be aimed at developing pedagogical reasoning.•Teacher educators use particular practices to highlight pedagogical reasoning when working on practice with novices.•We need more nuanced frameworks for describing, implementing, and studying teacher education pedagogy.

Teaching content in practice: Investigating rehearsals of social studies discussions.

Despite evidence of its benefits, discussion remains rare in history/social science classrooms. To address this problem, communities of teacher educators (TEs) have begun supporting novices to approximate discussion facilitation. Some scholars are concerned that this turn to practice will come at the cost of content preparation. Focusing specifically on rehearsals of discussion facilitation in three history/social science methods courses, our analysis investigates whether, how, and in what ways TEs worked on content while engaging novice teachers in practicing discussion facilitation. We found that TEs found ways to work simultaneously on content and practice during rehearsals of discussion facilitation.