ABSTRACT
In this chapter, the author considers types of teaching practice that might support the literacy- and inquiry-based approaches to learning history-social studies detailed in the Common Core Standards and College, Career, and Civic Life (C3) Framework. To navigate this contested terrain, he first draws from literature on practice-based teacher education to define core teaching practices and discusses them within the framework of pedagogical content knowledge (PCK). The author then focuses, in particular, on PCK and instructional practice for the teaching and learning of history. Practice-based teacher education holds that instructional practice should be the focal point of pre-and in-service teacher education and development. According to the Core Practice Consortium (CPC), a group of educational researchers from leading schools of education, core practices are empirically based "components" of instruction that "teachers enact to support learning". Finally, the author suggests four possible core practices, grounded in the literature, which might support literacy and inquiry-based history teaching and learning.
