Search results for: McLaughlin David S.
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In this work, the authors are interested in supporting beginning teachers in identifying and productively drawing on the everyday knowledge and experiences that children bring to science learning. They focus on preservice teachers’ emerging understandings of the nature and utility of learner’s funds of knowledge. The authors argue that when preservice teachers define the utility of funds of knowledge, they do so in reference to managing classroom interactions and supporting student learning. The authors consider preservice teachers’ description of the utility of funds of knowledge as a hook to be productive and reasonable but insufficient.
Updated: Mar. 12, 2014