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G., Mendive, S. & Ow, M. (2018). Selección y uso de libros para lectores iniciales. Guía para la Educación Parvularia. Departamento de Didáctica. Facultad de Educación. Pontificia Universidad Católica de Chile. Recuperado de http://educacion.uc.cl/component/rsform/formulario/229-condiciones-guia-para-la-educacion-parvularia-inicio

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      Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H. & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410-8415. doi: 10.1073/pnas.1319030111

      Goeze, A., Zottmann, J. M., Vogel, F., Fischer, F. & Schrader, J. (2014). Getting immersed in teacher and student perspectives? Facilitating analytical competence using video cases in teacher education. Instructional Science, 42(1), 91-114. doi: 10.1007/s11251-013-9304-3

      Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E. & Williamson, P. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055-2100.

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      Grossman, P., Kavanagh, S. S. & Pupik, C. (2018). The turn towards practice-based teacher education: Introduction to the work of the Core Practice Consortium. En P. Grossman, (Eds). Teaching core practices in teacher education (pp. 1-14). Cambridge, MA: Harvard Education Press.

      Grossman, P. & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45(1), 184-205. doi:10.3102/0002831207312906

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      Lonigan, C. J., Shanahan, T. & Cunningham, A. with the National Early Literacy Panel. (2008). Impact of shared-reading interventions on young children’s early literacy skills. In Developing early literacy: Report of the National Early Literacy Panel (pp. 153-166). Louisville, KY: National Center for Family Literacy.

      McDonald, M., Kazemi, E. & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education 64(5), 378-386.

      Michigan Association of Intermediate School Administrators General Education Leadership Network Early Literacy Task Force (2016). Essential instructional practices in early literacy: Prekindergarten. Lansing, MI: Authors.

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      Schutz, K., Grossman, P. & Shaughnessy, M. (2018). Approximations of practice in teacher education. En P. Grossman, (Eds). Teaching core practices in teacher education (pp. 57-84). Cambridge, MA: Harvard Education Press.

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      Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22, 12٣-1٣٨.

      Teacher Education by Design. (2014). University of Washington College of Education.

      Teaching Works (2019). Teaching Works Resource Library. Recuperado de https://library.teachingworks.org/

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      Créditos Figura 1, p. 47

      Ícono “Teaching” y “Eye” realizado por Freepik de www.flaticon.com

      Ícono “Settings” realizado por SBTS2018 de www.flaticon.com

      Ícono “Observation” realizado por Smashicons de www.flaticon.com

      [1] Las prácticas clave y las pedagogías de la práctica han sido propuestas por Core Practicum Consortium (https://www.corepracticeconsortium.com/), entidad que reúne a académicos y profesores, principalmente, estadounidenses de distintos niveles escolares, áreas disciplinares