Search results for: Kim Hyeonjin
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In this article, the authors present a situated case-based knowledge framework to explain the development of prospective teachers’ knowledge and beliefs. The framework includes conceptual case knowledge, strategic case knowledge, and the shared identities and beliefs of practicing teachers. In addition, the authors summarize findings from a study wherein the situated case-based knowledge framework was applied to support prospective teachers’ learning.
Updated: Jan. 26, 2009