Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6850187 | Teaching and Teacher Education | 2018 | 10 Pages |
Abstract
This paper examines how pre-service teachers of Portuguese developed ideas about contextually appropriate pedagogies during their practicum as well as what they perceived as the impact of their pedagogical practices on student learning. The findings suggest that teacher education models which promote conscious critical reflection and teacher agency, and provide space for trainees to engage constructively both with their peers and with students are likely to generate innovative ideas for teaching which are appropriate to the specific contexts within which trainees teach.
Keywords
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Social Sciences and Humanities
Social Sciences
Education
Authors
Hugo Santiago Sanchez, Kuchah Kuchah, Livia Rodrigues, Emerson de Pietri,