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From rote to reasoned: Examining the role of pedagogical reasoning in practice-based teacher education
Sarah Schneider Kavanagh1, Jenni Conrad2, Sarah Dagogo-Jack3
1University of Pennsylvania, USA.
Abstract:
•Critics worry that practice-based teacher education focuses on teaching behaviors and not pedagogical reasoning.•Practice-based teacher learning experiences can be aimed at developing pedagogical reasoning.•Teacher educators use particular practices to highlight pedagogical reasoning when working on practice with novices.•We need more nuanced frameworks for describing, implementing, and studying teacher education pedagogy.
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