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ERIC Number: EJ662071
Record Type: Journal
Publication Date: 2002
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0742-051X
Developing Teaching Knowledge through Peer Discourse.
Manouchehri, Azita
Teaching and Teacher Education, v18 n6 p715-37 Aug 2002
Evaluated the usefulness of peer interaction on the development of professional knowledge among prospective secondary mathematics teachers. Data gathered from following two students involved in a teamed, field-based practicum over 11 weeks indicated that peer collaboration and collaborative reflection helped facilitate teacher development. Peers helped assess problematic learning issues, teaching actions, and mathematics for one another. Their levels of reflection increased in the process. (SM)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A