Controlled Implementations: Teaching Practice to Practicing Mathematics Teachers
In this chapter, we use the Framework for Teaching Practice (Grossman, et al., 2009) as a conceptual tool for analzying the design of professional development. Although initially developed to examine the education of prospective teachers, we contend that this framework is appropriate for analyzing and supporting the design of professional development. The framework consists of three elements: decompositions, representations, and approximations of practice.
In this chapter, authors use the Framework for Teaching Practice (Grossman, et al., 2009) as a conceptual tool for analzying the design of professional development.