Helping Preservice Teachers Separate Fact from Fiction

Autor/in	Delamarter, Jeremy
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? Expectancy; Erwartung; Teaching; Lehrberuf; Missverständnis; Fiktion; Social attidude; Soziale Einstellung; Schülerverhalten
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