Literaturnachweis - Detailanzeige
Autor/in | Delamarter, Jeremy |
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Titel | Helping Preservice Teachers Separate Fact from Fiction |
Quelle | In: Phi Delta Kappan, 101 (2020) 4, S.20-25 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0031-7217 |
DOI | 10.1177/0031721719892970 |
Schlagwörter | Preservice Teachers; Teacher Education Programs; Expectation; Teaching (Occupation); Misconceptions; Fiction; Social Attitudes; Teacher Characteristics; Elementary Secondary Education; Student Attitudes; Reflection |
Abstract | Preservice teachers base their expectations of teaching on the cultural images that surround them. Unfortunately, these images tell an incomplete story, and preservice teachers' expectations of teaching often reflect a narrow understanding of a fantastically complex endeavor. Jeremy Delamarter explains that, to help their candidates thrive, teacher preparation programs must respond to incomplete expectations by gathering useful information about aspiring teachers' expectations, providing analytical frameworks for questioning their expectations, supporting effective reflection, and recognizing candidates' demographic differences. (As Provided). |
Anmerkungen | SAGE Publications. 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 |