## Abstract Informed by theories of the academic plan, concurrent curricula, and situated curriculum, this chapter discusses how the content, sequence, and context of teaching assistant preparation programs may unintentionally interfere with researchβteaching integration.
β¦ LIBER β¦
Professional Development: 2. Professional Knowledge and Situated Learning in the Workplace
β Scribed by Barbara Richardson
- Book ID
- 114077413
- Publisher
- Elsevier
- Year
- 1999
- Tongue
- English
- Weight
- 212 KB
- Volume
- 85
- Category
- Article
- ISSN
- 1873-1465
No coin nor oath required. For personal study only.
π SIMILAR VOLUMES
Lost in translation: Learning profession
β
Emily M. Janke; Carol L. Colbeck
π
Article
π
2008
π
John Wiley and Sons
π
English
β 100 KB
The Development of Professional Expertis
β
Vivian W. Mott
π
Article
π
2000
π
John Wiley and Sons
β 131 KB
π 2 views
Development of professional knowledge in
β
Lynn A. Bryan; Sandra K. Abell
π
Article
π
1999
π
John Wiley and Sons
π
English
β 60 KB
π 3 views
The purpose of this research was to understand how preservice elementary teacher experiences within the context of reflective science teacher education influence the development of professional knowledge. We conducted a case analysis to investigate one preservice teacher's beliefs about science teac
Knowledge management in blended learning
β
Yu-chu Yeh; Ling-yi Huang; Yi-ling Yeh
π
Article
π
2011
π
Elsevier Science
π
English
β 668 KB
Non-formal learning and tacit knowledge
β
Michael Eraut
π
Article
π
2000
π
John Wiley and Sons
π
English
β 193 KB
Shared teaching assignments in the servi
β
Daniel Chazan; David Ben-chaim; Jan Gormas; Martin Schnepp; Michael Lehman; Sand
π
Article
π
1998
π
Elsevier Science
π
English
β 119 KB