@article{e89bc1ba9bdd430eb9cdb670718c8cae,
title = "Core Pedagogy: Individual Uncertainty, Shared Practice, Formative Ethos",
abstract = "Attention to the core practices of teaching necessitates core pedagogies in teacher preparation. This article outlines the diffusion of one such pedagogy from medical to teacher education. The concept of clinical simulations is outlined through the lens of “signature pedagogies” and their uncertain, engaging, formative qualities. Implemented in five different teacher preparation programs, simulation data highlight design principles and resulting outcomes for general scholastic and subject-specific problems of practice.",
keywords = "practice-based teacher education, problem-based teacher education, teacher induction, teacher learning",
author = "Dotger, {Benjamin H.}",
note = "Funding Information: Benjamin H. Dotger is an associate professor of teaching and leadership at Syracuse University. His scholarship centers on the design, implementation, and diffusion of clinical simulations in teacher and school leader preparation. His current work is supported by the National Science Foundation and the Arthur Vining Davis Foundations. Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was supported by The Arthur Vining Davis Foundations, The Spencer Foundation, The National Science Foundation (1118772). Publisher Copyright: {\textcopyright} 2015 American Association of Colleges for Teacher Education",
year = "2015",
month = may,
day = "4",
doi = "10.1177/0022487115570093",
language = "English (US)",
volume = "66",
pages = "215--226",
journal = "Journal of Teacher Education",
issn = "0022-4871",
publisher = "SAGE Publications Inc.",
number = "3",
}