In this article, the author presents a holistic practice-based approach, consisting of two parts, to preparing candidates for quality teaching. The first part describes the essential knowledge, skills, and habits of mind for quality teaching. The emphasis is on understanding the learning process as influenced by the cultural and experiential background of particular learners and the philosophical stance through which the purpose of school learning is appropriated. The philosophical stance influences the design of learning experiences, the framing of the curriculum, and the social context in classrooms. The second part describes the design of opportunities for leaning to teach with an emphasis on epistemic practices and program qualities. In this discussion, at the core, the practices in teacher preparation are a mirror image of practices for quality teaching in PK-12 schools. The standards of evidence for integrity and trustworthiness are the same in teacher preparation and in PK-12 schools.

The authors report an investigation of a five-step structured study-group approach to promoting a self-sustaining learning community that supports teachers in developing the 'habits of mind' necessary for improving literacy acquisition and development for urban African American students attending a low-performing, high-poverty elementary school. The authors report that over a twoyear time period the conversations among the teachers at the study-group meetings changed to be more positive about the children, to make linkages between themselves and the culture the children bring to school, to enthusiasm for sharing their own strategies and engaging in public reflection, and collaborating in developing new instructional approaches.

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