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Supporting Preservice Teachers' Reform-Based Practices: The Importance of Intellectual and Emotional Support in a Community
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Richards, Jennifer; Levin, Daniel M.; Hammer, David – Online Submission, 2011
Background: Research has demonstrated that teacher candidates enact reform-based teaching practices more consistently while they are in their teacher education programs than they do after they graduate. Purpose: To understand why science teacher candidates' practices of attending to the substance of students' thinking diminish after they leave…
Descriptors: Preservice Teacher Education, Preservice Teachers, Science Teachers, Community Support