000 | 01720nam a22002537a 4500 | ||
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003 | ZW-GwMSU | ||
005 | 20240929072704.0 | ||
008 | 240929b |||||||| |||| 00| 0 eng d | ||
022 | _a00224871 | ||
040 |
_aMSU _bEnglish _cMSU _erda |
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050 | 0 | 0 | _aLB1738 JOU |
100 | 1 |
_aBall, Deborah Loewenberg _eauthor |
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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 |
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336 |
_2rdacontent _atext _btxt |
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337 |
_2rdamedia _aunmediated _bn |
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338 |
_2rdacarrier _avolume _bnc |
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440 |
_aJournal of teacher education _vVolume 60, number 5 |
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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 |
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700 |
_aForzani, Francesca M. _eco author |
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856 | _uhttps://doi.org/10.1177/0022487109348479 | ||
942 |
_2lcc _cJA |
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999 |
_c167408 _d167408 |