Search results for: Chazan Daniel
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“You Are Learning Well My Dear”: Shifts in Novice Teachers’ Talk About Teaching During Their Internship
The purpose of this article is understanding shifts in the nature of intern teachers' justifications for their appraisals of instruction. The results of this analysis of mentor and intern teachers’ arguments about the teaching of solving equations suggest the usefulness of attending to teachers’ justifications for claims about teaching as one measure of an epistemic framework, which guides teachers’ knowledge-in-action.
Updated: Feb. 15, 2016