Search results for: Kimberly Fluet

This paper examines the processes whereby two researchers developed their knowledge in teaching a course for preservice teachers. The authors sought to explore the ways in which class assignments encouraged preservice teachers to develop their abilities to see classrooms from the point of view of nascent teachers rather than that of successful students. After analyzing student work from 2 years in which the assignments were used, the researchers taught together and continued their analyses and their own development as teacher educators.