In recent years, substantial resources have been invested in researching and describing the enactment of “core practices” of teaching in teacher education. This review of the literature examined more than 40 articles published between 2008 and August 2018 in an effort to determine how teacher educators are supporting teacher candidates to learn about and enact core practices of teaching. The review of the literature presented here demonstrates two distinct approaches that teacher educators use to introduce and prepare teacher candidates to enact core practices: a predesigned enactment approach and an open-design enactment approach. Our goal in identifying these two approaches is to illuminate the role and actions of teacher educators in core-practice work and to demonstrate that the decisions teacher educators make in core-practice work are complex and nuanced, and require further description than heretofore available.

The purpose of this study was to investigate the ways novice social studies teachers perceived difficult discourses in their classrooms. Specifically, we sought to understand what social studies teachers think is difficult about navigating political discourses, and how they describe the nature of those discourses in order to draw conclusions about why some teachers choose to avoid or engage in political or social issues discussions with students. We used a collective case study and a grounded theory analysis of video recorded class sessions and video guided debriefings with teachers to explore this phenomena. We found that the degree to which teachers thought the discourse to be difficult to navigate was shaped by: emotional safety of students, teacher's own ideologies, and the distances of students’ identities from the discourse.

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