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Peer reviewed Peer reviewed
ERIC Number: EJ680004
Record Type: CIJE
Publication Date: 2003
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0161-4681
The Twisting Path of Concept Development in Learning to Teach.
Smagorinsky, Peter; Cook, Leslie Susan; Johnson, Tara Star
Teachers College Record, v105 n8 p1399-1436 Oct 2003
Asserts that teacher education programs should emphasize pedagogical concepts that interweave theory and practice so that preservice teachers learn consistent, unified approaches to teaching, noting that the theory-practice dichotomy lacks the richness of Vygotsky's notion of concepts and recommending that teacher educators strive to teach concepts, though the overall structure of teacher education programs makes it more likely that their students will learn complexes or pseudoconcepts. (Contains references.) (SM)
Descriptors: Concept Formation, Elementary Secondary Education, Higher Education, Preservice Teacher Education, Theory Practice Relationship, Thinking Skills
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Vygotsky (Lev S)