Literaturnachweis - Detailanzeige
Autor/in | McMahon, Susan I. |
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Titel | Using Documented Written and Oral Dialogue To Understand and Challenge Preservice Teachers' Reflections. |
Quelle | In: Teaching and Teacher Education, 13 (1997) 2, S.199-213Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0742-051X |
Schlagwörter | Case Studies; Elementary Education; Equal Education; Grouping (Instructional Purposes); Higher Education; Methods Courses; Practicums; Preservice Teacher Education; Reading Instruction; Reflective Teaching; Student Teacher Attitudes; Student Teachers Case study; Fallstudie; Case Study; Elementarunterricht; Grouping; Gruppenbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Methodisch-didaktische Anleitung; Practicum; Praktikum; Praktika; Lehramtsstudiengang; Lehrerausbildung; Leseunterricht; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin |
Abstract | The case study reported here describes two student teachers' thinking related to emergent issues during their first field placement for a course exploring elementary reading instruction. The students submitted journals, lesson plans, portfolios, field notes, and discussion group reflections. Data analysis indicated the students had very different ways of struggling with equity issues. (SM) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |