Citation

Influences of a University-School Partnership on Preservice Teachers’ Efficacy and Pedagogical Content Knowledge in Reading

Abstract | Word Stems | Keywords | Association | Citation | Similar Titles



Abstract:

Preservice teachers took a content area reading course in a lab school setting or in a university setting. Outcomes of the two groups are examined and compared.
Most Common Document Word Stems:

0 (1),

Author's Keywords:

school-based preparation, reading education, pedagogy
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Association:
Name: Association of Teacher Educators
URL:
http://www.ate1.org


Citation:
URL: http://citation.allacademic.com/meta/p1298117_index.html
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MLA Citation:

Jang, Bong Gee. and Wiens, Peter. "Influences of a University-School Partnership on Preservice Teachers’ Efficacy and Pedagogical Content Knowledge in Reading" Paper presented at the annual meeting of the Association of Teacher Educators, Flamingo Las Vegas, Las Vegas, NV, Feb 16, 2018 <Not Available>. 2018-08-30 <http://citation.allacademic.com/meta/p1298117_index.html>

APA Citation:

Jang, B. and Wiens, P. , 2018-02-16 "Influences of a University-School Partnership on Preservice Teachers’ Efficacy and Pedagogical Content Knowledge in Reading" Paper presented at the annual meeting of the Association of Teacher Educators, Flamingo Las Vegas, Las Vegas, NV Online <PDF>. 2018-08-30 from http://citation.allacademic.com/meta/p1298117_index.html

Publication Type: Research Reports
Review Method: Peer Reviewed
Abstract: Preservice teachers took a content area reading course in a lab school setting or in a university setting. Outcomes of the two groups are examined and compared.


Similar Titles:
Examining the Influence of K-12 Foreign Language Teachers’ Pedagogical Content Knowledge and a Supportive School Ecosystem on CBI Implementation

The Intersection, and Impact of Universal Design for Learning (UDL) and Technological, Pedagogical, Content Knowledge (TPACK) on 21st Century Teachers’ Sense of Efficacy to Teach Every Student

Influences of Mathematics Content Courses on Elementary Preservice Teachers’ Content Knowledge and Pedagogical Content Knowledge


 
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