Search results for: Meadows Bryan
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The Relative Priority of Conceptual and Procedural Knowledge in University Second Language Teacher Education (SLTE) Programs: Perspectives of In-Service Language Teachers in New Jersey
This study examined second-language K–12 teachers' perceptions of the relative priority of conceptual teacher knowledge and procedural teacher knowledge. The data communicate a higher priority for procedural knowledge over conceptual knowledge. As is demonstrated in related studies, in-service teacher perspectives are nuanced on this issue.
Updated: Feb. 28, 2016