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The Relative Priority of Conceptual and Procedural Knowledge in University Second Language Teacher Education (SLTE) Programs: Perspectives of In-Service Language Teachers in New Jersey
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Meadows, Bryan – Action in Teacher Education, 2013
Against a backdrop of critical discussion over the fundamental relevance of university teacher educator programs in general, this study surveyed 102 second-language K-12 teachers in New Jersey on their perceptions of the relative priority of conceptual teacher knowledge (i.e., theory/research) and procedural teacher knowledge (i.e., practical…
Descriptors: Language Teachers, Second Language Instruction, Second Language Learning, Relevance (Education)