ABSTRACT
Doing modeling and explicitly describing teaching practices are both forms of representing in the Grossman and McDonald version of supporting preservice teachers. As a mentor or coach one can certainly "do" their practices and have someone observe. Activity Configurations are ways of making explicit for others the crafting of an activity structure and the content knowledge that undergirds these practices. Practices are conceptual, behavioral, and intentional. Practices are experienced by the students in classroom in routines of work that are conducted often, but not always, around subject areas. The preservice teacher already has insight into the activity structure based on shadowing and explanation. Co-teaching is an idea that has long been an alternative to the individualistic notions of the sole teacher in the room. When preservice teachers were intentionally included in conversations about CARE model, they demonstrated an understanding of the purpose of reflection in their development.
