Insights into preservice teacher knowledge application
The purpose of the present study is to go in depth on the difficulties to translate preservice teachers' understandings into model-centered lesson designs within the context of specific instructional supports. Our findings show that although minor changes related to eliciting students' pri...
| Autores: | , |
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| Formato: | artículo |
| Fecha de publicación: | 2013 |
| País: | España |
| Recursos: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:175356 |
| Acesso em linha: | https://ddd.uab.cat/record/175356 |
| Access Level: | acceso abierto |
| Palavra-chave: | Teacher education Model-centered instruction Pedagogical content knowledge |
| Resumo: | The purpose of the present study is to go in depth on the difficulties to translate preservice teachers' understandings into model-centered lesson designs within the context of specific instructional supports. Our findings show that although minor changes related to eliciting students' prior ideas and improving data collection are easily incorporated, it is difficult to produce important shifts in general teaching approaches. Based on these results, areas of focus to improve preservice teacher education in modeling are suggested. |
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