Abstract

The purpose of this paper is to describe conceptually a pedagogical approach referred to as “toolkit”. Toolkits are developed around a teacher candidate’s goal to address a particular problem in pedagogy and are formulated after the teacher candidate has selected, compiled, and reflected upon various pedagogical tools reflecting their own culture, beliefs, and demands. In this paper, we will highlight the second author’s toolkit and how she used it to transition between theory and practice. We conclude with the idea that toolkits can serve as a window into teacher training.