William Waychunas, Stephanie M. Moody
Abstract
Practice-based teacher education (PBTE) has generated significant scholarly debate, yet the field lacks a shared understanding of what PBTE truly entails. This special issue addresses that gap by assembling a diverse collection of research, practitioner reflections, and theoretical contributions that collectively advance knowledge about PBTE design, implementation, and impact. The articles highlight the breadth of PBTE approaches across content areas, grade levels, and course contexts, while challenging the false dichotomy between practice-based and equity-oriented teaching. Two core principles emerge as essential to authentic PBTE: organizing instruction around a defined set of core practices and providing preservice teachers opportunities to rehearse those practices before entering the field. Together, the contributions affirm that experience is not equivalent to practice, and that practical coursework is not inherently practice-based. We hope this issue inspires teacher educators to thoughtfully integrate practice-based approaches into their programs in service of a stronger, more just teaching force.
Recommended Citation
Waychunas, W., & Moody, S. M. (2026). Practice-based teacher education: Definitions, design, and directions. Midwest Journal of Education, 1(1). https://doi.org/10.69670/mje.3.1.1
DOI
Corresponding Author
William Waychunas, Assistant Professor, Social Studies Teacher Education, Bradley University, 1501 W. Bradley Avenue, Peoria, IL 61625-0002
Email: [email protected]
ORCid: 0000-0002-8928-8527