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Evidence of emergent practice: Teacher candidates facilitating historical discussions in their field placements

Reisman, Abby ; Cipparone, Peter ; Jay, Lightning ; Monte-Sano, Chauncey ; Schneider Kavanagh, Sarah ; Mcgrew, Sarah ; Fogo, Brad

Teaching and Teacher Education, 2019, Vol.80, p.145 [Periódico revisado por pares]

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  • Título:
    Evidence of emergent practice: Teacher candidates facilitating historical discussions in their field placements
  • Autor: Reisman, Abby ; Cipparone, Peter ; Jay, Lightning ; Monte-Sano, Chauncey ; Schneider Kavanagh, Sarah ; Mcgrew, Sarah ; Fogo, Brad
  • Assuntos: Teachers
  • É parte de: Teaching and Teacher Education, 2019, Vol.80, p.145
  • Descrição: Highlights * Teacher candidates can facilitate text-based discussion when prepared. * Instructional scaffolds can assist candidates in facilitating discussion. * Assignments, questioning sequences, and prepared materials can support enactment. * Candidates still struggle to connect discussion to lesson's learning goal. Author Affiliation: (a) University of Pennsylvania, United States (b) University of Michigan, United States (c) Stanford University, United States (d) San Francisco State University, United States * Corresponding author. Article History: Received 6 February 2018; Revised 17 August 2018; Accepted 14 December 2018 Byline: Abby Reisman [areisman@gse.upenn.edu] (a,*), Peter Cipparone (b), Lightning Jay (a), Chauncey Monte-Sano (b), Sarah Schneider Kavanagh (a), Sarah McGrew (c), Brad Fogo (d)
  • Idioma: Inglês

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