'A compelling and timely contribution to practice-based teacher education. Grounded in the understanding that “teaching is essentially about interactions with people and managing complexity” and that “practice is inseparable from people, places, and time,” this volume reclaims practice as a site of meaningful intellectual debate. It is an excellent resource for doctoral students studying teacher education and its theoretical foundations, as well as for teacher educators, program coordinators, and clinical practice administrators.'

Elizabeth Soslau, University of Delaware, USA

'Schultz and Throop help us all (re)see the familiar and taken-for-granted as complex and nuanced. We will never again be able to read the term “practice” without recognizing its multiple meanings, whether philosophical or technical, profound or pragmatic, and understanding how it has been employed to both honor and control teachers' work. This is an illuminating text indeed.'

A. Lin Goodwin, Boston College, USA

'Katherine Schultz and Rachel Throop interrogate practice as a keyword and a construct in regards to teaching and education in their new book, where the argument that teacher educators need to “claim this concept as our domain” is powerful. The power of Practice - as a keyword and construct in teacher education - positions teachers and teacher educators as key to educational change through the interrogation of subjects/discipline, ourselves, and broader societal influences to honor the complexity of teaching and learning and its purpose to engage and transform society.'

Jennifer L. Snow, Boise State University, USA