“…The research literature focused on practice‐based teacher education within specific disciplines, and in particular the use of approximations of practice, has been growing, partially because the focus on practice‐based learning is as relevant in work on content teaching as it is in work on more general teaching skills. Much of the content specific work in this area to date has focused on the teaching of K‐12 mathematics and science (Annetta et al, 2014; Benedict‐Chambers & Aram, 2017; Chazen & Herbst, 2012; Davis et al, 2017; Davis & Boerst, 2014; Dotger et al, 2014; Straub, Dieker, Hynes, & Hughes, 2015; Windschitl et al, 2012). Content‐specific teaching practices are particularly important to cultivate because the skills needed to engage in rich content teaching are theorized to be more than simply general pedagogical skills layered over a deep knowledge of content (Ball & Forzani, 2009; Shulman, 1986).…”