In early childhood teacher education programs,
the reality of educational systems must be understood and
teacher candidates must be ready to deal with the current
challenges schools face. The rationale and application of
the principles of practice based teacher education are pre￾sented in this article. Practice-based teacher education
programs offer experiences for candidates to begin to
understand the complexities of teaching and integrate
knowledge from learning and developmental theories into
practice. Grossman et al. (Teach Teach Theor Pract
15(2):273–289, 2009) identify three key concepts in how
teaching candidates understand the complex practice of
teaching: representations of practice, decomposition of
practice, and approximations of practice. In this practice￾based teacher education program, the epistemic practices
are experienced in conjunction with one another, allowing
candidates to explore and question a particular phe￾nomenon about teaching or learning (focused inquiry),
observe the teaching or learning about the phenomenon
(directed observation), participate in planning and enacting
teaching (guided practice), deconstruct experiences and
create meaning (focused inquiry) followed by directed
observation and/or opportunities to reenact (Hollins in J
Teach Educ 62(4):395–407, 2011). High leverage practices
were focused on through the Classroom Assessment
Scoring System (CLASS, Pianta et al. in Classroom
assessment scoring system manual Pre-K. Brookes Pub￾lishing Co., Baltimore, 2008a). Benefits and drawbacks of a
practice-based program are discussed.

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• Making it Real: A Practice-Based Early Childhood Teacher Education Program

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