A Continuum of Pedagogies for Preparing Teachers to Use High-Leverage Practices

Mary T. Brownell, Amber E. Benedict, Melinda M. Leko, David Peyton, Daisy Pua, Catherine Richards-Tutor

Research output: Contribution to journalArticlepeer-review

18 Scopus citations


This article provides a framework and description of pedagogies that may be used in teacher preparation across a range of settings from college classrooms to P-12 settings to support teacher candidates as they learn to use high-leverage practices (HLPs). These “pedagogies of enactment” must include a continuum of opportunities to use teaching practices in increasingly authentic settings, ranging from video analysis, case studies, rehearsal, and virtual simulations to use of practices with coaching support in a classroom (e.g., lesson study, structured tutoring, and aligned field experiences). In this article, we use research on the development of professional expertise and from cognitive science to identify pedagogies from the teacher education research base that have promise for promoting candidates’ learning and describe how these pedagogies might be scaffolded over the duration of a teacher education program to promote learning.

Original languageEnglish (US)
Pages (from-to)338-355
Number of pages18
JournalRemedial and Special Education
Issue number6
StatePublished - Nov 1 2019
Externally publishedYes


  • effective practice
  • higher education
  • personnel preparation
  • preparation
  • teacher(s)

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health


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