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- Publisher Website: 10.1080/1047621022000007558
- Scopus: eid_2-s2.0-85066172287
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Article: The Case of One Child: Making the shift from personal knowledge to professionally informed practice
Title | The Case of One Child: Making the shift from personal knowledge to professionally informed practice |
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Authors | |
Issue Date | 2002 |
Publisher | Routledge. The Journal's web site is located at https://www.tandfonline.com/cted |
Citation | Teaching Education, 2002, v. 13, n. 2, p. 137-154 How to Cite? |
Abstract | The present paper examines shifts in preservice students' understandings about teaching and learning as a consequence of developing a case study of an elementary-aged child. Data for this paper were gathered from 18 preservice students and included (a) admission statements, (b) responses to open-ended questions, with accompanying illustrations, regarding students' learning trajectory in relation to the child they studied, and (c) responses to a survey that asked students to contrast what they felt they understood at the end of the term as compared with what they thought they knew at the start of the term. In addition, six of the 18 students volunteered to participate in a more in-depth follow-up that involved a short interview. The present paper represents a preliminary exploration and begins with a discussion of the assumptions and theoretical framework guiding the analysis. Data are then presented and examined, after which the paper concludes with some recommendations for teacher educators. |
Persistent Identifier | http://hdl.handle.net/10722/283893 |
ISSN | 2023 Impact Factor: 1.5 2023 SCImago Journal Rankings: 0.602 |
DC Field | Value | Language |
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dc.contributor.author | Goodwin, AL | - |
dc.date.accessioned | 2020-07-14T09:00:19Z | - |
dc.date.available | 2020-07-14T09:00:19Z | - |
dc.date.issued | 2002 | - |
dc.identifier.citation | Teaching Education, 2002, v. 13, n. 2, p. 137-154 | - |
dc.identifier.issn | 1047-6210 | - |
dc.identifier.uri | http://hdl.handle.net/10722/283893 | - |
dc.description.abstract | The present paper examines shifts in preservice students' understandings about teaching and learning as a consequence of developing a case study of an elementary-aged child. Data for this paper were gathered from 18 preservice students and included (a) admission statements, (b) responses to open-ended questions, with accompanying illustrations, regarding students' learning trajectory in relation to the child they studied, and (c) responses to a survey that asked students to contrast what they felt they understood at the end of the term as compared with what they thought they knew at the start of the term. In addition, six of the 18 students volunteered to participate in a more in-depth follow-up that involved a short interview. The present paper represents a preliminary exploration and begins with a discussion of the assumptions and theoretical framework guiding the analysis. Data are then presented and examined, after which the paper concludes with some recommendations for teacher educators. | - |
dc.language | eng | - |
dc.publisher | Routledge. The Journal's web site is located at https://www.tandfonline.com/cted | - |
dc.relation.ispartof | Teaching Education | - |
dc.title | The Case of One Child: Making the shift from personal knowledge to professionally informed practice | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1080/1047621022000007558 | - |
dc.identifier.scopus | eid_2-s2.0-85066172287 | - |
dc.identifier.volume | 13 | - |
dc.identifier.issue | 2 | - |
dc.identifier.spage | 137 | - |
dc.identifier.epage | 154 | - |
dc.identifier.issnl | 1047-6210 | - |