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recommend that teacher education program leaders reconsider how subject matter knowledge is included in courses in a manner that challenges preservice teachers' beliefs, for example, preservice teachers may engage in collaborative activities that require them to reflect on how different concepts work together in problem solving, thus they will rethink and strengthen conceptual understanding while experiencing a collaborative learning environment.
This may be linked to preservice teachers' lack of exposure to students, making it a challenge for them to understand how content and pedagogy connect to student learning.
Preservice teachers are typically exposed to many new experiences in their
When there does not appear to be direct and obvious connections between what is learned in the course work and what is experienced in field placements, preservice teachers may prioritize what they learn in the Held, as this learning is directly transferable to what they need to do in the new teaching context.
ning, assessing) can help bridge the gap for preservice teachers w'hile keeping their
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