Literaturnachweis - Detailanzeige
| Autor/inn/en | Morewood, Aimee; Condo, Amy |
|---|---|
| Titel | A Preservice Special Education Teacher's Construction of Knowledge: Implications for Coursework and Retention in the Field |
| Quelle | In: Rural Special Education Quarterly, 31 (2012) 1, S.15-21 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/875687051203100103 |
| Schlagwörter | Preservice Teacher Education; Preservice Teachers; Knowledge Base for Teaching; Case Studies; Teaching Skills; Teaching Experience; Learning Experience; Assignments; Student Improvement; Special Education; Teacher Persistence |
| Abstract | This case study looks closely at one preservice special education teacher candidate's views on how her coursework, program requirements, and practical experiences influenced her knowledge of teaching. Her perspectives are examined through the research-based frameworks of Hanline (2010), Shulman (1986), and Cochran-Smith and Lytle (1999). These three different frameworks outline the various types of knowledge needed for effective instruction. Further, this article provides insight into how preservice teachers' knowledge is constructed. This insight can influence program creation and implementation as well as help focus attention on teacher retention within special education in rural communities. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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