Putting Practice into Theory: Changes in the Organization of Preservice Teachers' Pedagogical Knowledge.

Jones, M. Gail; Vesilind, Elizabeth M.

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Peer reviewed

ERIC Number: EJ526835

Record Type: Journal

Publication Date: 1996

Pages: N/A

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ISSN: ISSN-0002-8312

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Putting Practice into Theory: Changes in the Organization of Preservice Teachers' Pedagogical Knowledge.

Jones, M. Gail; Vesilind, Elizabeth M.

American Educational Research Journal, v33 n1 p91-117 Spr 1996

Findings from a study of changes in the organization of 23 preservice teachers' knowledge about teaching indicate that student teachers reconstructed their knowledge during the middle of student teaching, and attributed the changes primarily to the student teaching experience. Flexibility and planning were the two key concepts that changed rapidly. (SLD)

Descriptors: Concept Formation, Educational Planning, Knowledge Base for Teaching, Student Teachers, Teacher Education, Teaching Methods, Theory Practice Relationship

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

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Author Affiliations: N/A