000			01720nam a22002537a 4500
003			ZW-GwMSU
005			20240929072704.0
008			240929b |||||||| |||| 00| 0 eng d
022			_a00224871
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB1738 JOU
100	1		_aBall, Deborah Loewenberg _eauthor
245	1	4	_aThe work of teaching and the challenge for teacher education/ _ccreated by Deborah Loewenberg Ball and Francesca M. Forzani
264	1		_aThousand Oaks : _bSage, _c2009
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aJournal of teacher education _vVolume 60, number 5
520	3		_aIn this article, the authors argue for making practice the core of teachers’ professional preparation. They set the argument for teaching practice against the contemporary backdrop of a teacher education curriculum that is often centered not on the tasks and activities of teaching but on beliefs and knowledge, on orientations and commitments, and a policy environment preoccupied with recruitment and retention. The authors caution that the bias against detailed professional training that often pervades common views of teaching as idiosyncratic and independently creative impedes the improvement of teachers’ preparation for the work of teaching. They offer examples of what might be involved in teaching practice and conclude with a discussion of challenges of and resources for the enterprise.
650			_aTeacher education curriculum _vTeaching practice _xDisciplinary standards in mathematics
700			_aForzani, Francesca M. _eco author
856			_uhttps://doi.org/10.1177/0022487109348479
942			_2lcc _cJA
999			_c167408 _d167408