Search results for: Wilke Ryan A.
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The purpose of this article was to derive a set of descriptive themes that pertained to the development of preservice teachers' mental models of learning and instruction. The findings highlight the importance of exploring preservice teachers' cause-effect conceptualizations.The authors point to several areas of potential concern in their mental model development. The authors believe that preservice teachers' mental models can be represented by a two-level structure.
Updated: Dec. 25, 2014
The research describes a mixed-methods study of preservice teachers' planned instructional strategies. Of special interest were the preservice teachers' most salient strategies and how often these preservice teachers planned to use each one. The results from this study of planned action indicate that preservice teachers in all content areas choose a variety of instructional strategies, although the extent of use for any one strategy differs across content domains.
Updated: Apr. 22, 2009