ABSTRACT
Each chapter in this section carries an implicit but powerful message that “sensemaking is not just for children.” Indeed, one of the most important take-aways is that novices should be making sense of instructional practices and the role they play in the larger work of compassionate and effective teaching. We, as teacher educators, are pressed to do our own sensemaking by using the cases presented in this book to interrogate conceptions of effective preparation pedagogies, perhaps even questioning some of our assumptions about the promise and limits of practice-oriented approaches to support novice learning.
