ABSTRACT
The historic attention to the importance of authentic discourse in science education and its foundation in sociocultural perspectives on learning influenced reforms proposed in NGSS, in particular in terms of framing science learning in terms of science and engineering practices, which are accomplished through discourse. A teacher education context focused on developing ambitious science teaching practices entails preservice teachers engaging in meta-level conversations about both teaching practices and student practices. Learning to teach is complex and it has been studied in a variety of ways over the decades of the teacher education. Understanding how beginning teachers develop their nascent expertise is particularly critical as initial teacher preparation is such a small window of time. Building on his perspective grounded in linguistic anthropology, Goodwin conceptualized professional vision in terms of the cultural production of disciplinary practices through discourse, and broadly construed.
