**3. Research question #1 characteristics of deliberate practice**

#### **3.1 Task design- self-improving goals of teachers**

The task/goals of planning and evaluation to improve student outcomes were common in two studies of in-service teachers [2, 24]. A more recent study did not name specific tasks but implied teacher goals to motivate students and manage disruptive behaviors [19]. Studies of DP through Chinese lesson study [23–25] identified explicit teacher goals including 1. mathematics task design, 2. planning to teach a difficult math concept, and 3. using mathematically, pedagogically appropriate language. Notice that teacher goals included designing a task for students (student goal), how to practice (instructional practice, teacher goal), and use of language (enactment of content knowledge, teacher goal). Studies of expert teacher educators found two goals driving practice: improved student performance and increased teacher knowledge. Bronkhorst et al. [21] notes themes from the design principles that link with deliberate practice goals. The design of teaching is like the planning noted in studies of inservice teachers. Expert educators note three broad goals they have for student teachers- meaning oriented learning, enactment of effective teaching, and regulation of

reflection. It is reasonable to infer student teachers will have specific goals for lessons that influence the range of deliberate practices they engage in. Hashim & Ahmad [26] reported expert learning goals such as studying in London and long-term performance goals (e.g., promotion to trainer, mentor, and "excellent lecturer"). Note that performance goals do not fit the definition of deliberate practice but may motivate teachers to engage in a range of activities. Anderson et al. [22] did not provide explicit goals for self-improvement, yet the characteristics of task design were implied in descriptions of lesson planning. Based on the responses of pre-service teachers, I note three implicit goals: 1. to engage the interest of students, 2. effectively present the lesson, and 3. influence student understanding of content. Bronkhorst et al. [20] used three characteristics of deliberate practice as criteria for identifying student teachers' learning activities as deliberate practice. Student teachers identified 249 activities as "purposefully designed." Evidence was lacking to indicate these were designed by an expert for teacher self-improvement as in Chinese public lessons. Non-deliberate practice goals included performances such as final public lesson and promotion goals.
