Editor's Introduction
This issue of Teaching and Learning includes three articles. In the first article, Gordinier, Conway, and Journet describe how their department, the Department of Elementary, Early, and Special Education at Southeast Missouri State University, revised their preservice teacher education programs, resulting in the development of teacher candidates who reflect on their teaching and how it promotes learning for PreK-12 students. In the second article, Smith and Kubasko share findings from a study they conducted to investigate interns' and partnership teachers' use of technology, beliefs about technology, and obstacles to technology integration. And in the third article, Brockberg presents two case studies involving online learning within the paradigm of Vygotsky's zone of proximal development.
Marjorie Bock, Editor
| IN THIS ISSUE: | |||
| GORDINIER, CONWAY, AND JOURNET | Facilitation Teacher Candidate's Reflective Development Through the Use of Porfolios, Teacher Work Sample, and Guided Reflections | HTML FORMAT | PDF FORMAT |
| SMITH AND KUBASKO | Technology Use Among Interns and the Partnership Teachers | HTML FORMAT | PDF FORMAT |
| BROCKBERG | One-Liners: Two Case Studies of Flow and Futility | HTML FORMAT | PDF FORMAT |
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