Search results for: Nelson Priscilla S.
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This study explored how one teacher educator designed and delivered a beginning reading methods course. The findings revealed that the teacher educator deliberately acted as a catalyst in activating the need to know within each preservice teacher by fostering a personal connection to the course content through careful course design. The findings suggest that activating preservice teachers' need to know often resulted in their deeper engagement with course content.
Updated: Sep. 01, 2014