Learning to teach science as practice

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Content-Focused Coaching: Five Key Practices (2016, background): “…to be productive in supporting this transition as coaches can engage teachers in postobservation dialogues in which they discuss issues that impact students’ learning and together generate solutions to problems of teaching practice (Roth & Tobin, 2001; Scantlebury, Gallo-Fox, &Wassell, 2008).”
Redesigning an "Urban" Teacher Education Program: An Activity Theory Perspective (2002, unknown): “…university lectures and educational praxis that constitutes teachers’ day-to-day experience on the job, our recent work has focused on developing an “understanding-from-praxis” approach (Roth et al., 1999; Roth, Lawless, & Masciotra, 2001; Roth, Lawless, & Tobin, 2000b; Roth & Tobin, 2001, 2002).”
Student teachers' team teaching: Models, effects, and conditions for implementation (2014, background): “Because student teachers are in the same situation and share experiences, they feel a sense of togetherness and shared responsibility (King, 2006; Kurtts & Levin, 2000; Roth & Tobin, 2001; Vacilotto & Cummings, 2007).”
Coteaching/Cogenerative Dialoguing: Learning Environments Research as Classroom Praxis (2002, background): “Over the past decade, we have developed coteaching not only as a form of teaching but also as a way of learning to teach, doing research, supervising new teachers2, and evaluating teaching in classrooms (e.g. Roth, 1998a; Roth & Boyd, 1999; Roth & Tobin, 2001).”