Teacher educators, professional developers, and researchers have recently shown great interest in the design and facilitation of an approach to mathematics teacher education that is commonly called practice-based professional development (PBPD). At the conceptual and operational heart of PBPD one finds professional learning tasks (PLTs)—activities that are situated in and organized around components and artifacts of instructional practice that replicate or resemble the work of teaching. PLTs are often built around artifacts of practice such as curriculum materials, video or narrative records of classroom teaching episodes, and samples of student work. In particular, video and narrative cases (e.g., Smith, Silver, & Stein, 2005) have been extensively used in PBPD.
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Silver, E.A. (2009). Toward a More Complete Understanding of Practice-Based Professional Development for Mathematics Teachers. In: Even, R., Ball, D.L. (eds) The Professional Education and Development of Teachers of Mathematics. New ICMI Study Series, vol 11. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09601-8_25
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