Making It Their Own: Preservice Teachers' Experiences, Beliefs, and Classroom Practices

By Carolyn Stuart, Deborah Thurlow. 2000

385 citations recorded by the source corpus.

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In Education

Citations in the corpus

Teachers' Beliefs in English Language Teaching and Learning: A Review of the Literature. (2017, background): “Some of them have stressed the positive role of teacher education programs in altering teachers’ beliefs (Burgess, Turvey, & Quarshire, 2000; Donahue, 2003; Mattheoudakis, 2007; Peacock, 2001; Stuart & Thurlow, 2000; Yook, 2010).”
Developing effective teacher beliefs about learners: the role of sensitizing teachers to individual learning differences (2008, background): “Teachers, as ‘insiders’ who have experienced the educational system (Pajares, 1992 ), have absorbed many of the beliefs, values, and practices of their own teachers (Stuart & Thurlow, 2000 ) through an ‘apprenticeship of observation’ (Lortie, 1975 ).”
Uncovering Preservice Teachers' Beliefs About Diversity Through Reflective Writing (2008, background): “A growing body of literature suggests a strong relationship among personal life experiences, beliefs, and how one teaches (Carter & Doyle, 1995; Levitt, 2001; Richardson, 1996; Stuart & Thurlow, 2000).”
The place of the practicum in pre‐service teacher education: the voice of the students (2005, background): “There is a widely documented criticism of the way teacher education institutions prepare student teachers for teaching (see Korthagen, 2001; Stuart & Thurlow, 2000).”
Stability in motivation during teacher education (2010, background): “The theoretical perspectives that are studied seem to have little relevance to practice, and the relationship between what they learn and what they need for day‐to‐day teaching in school is limited (Darling‐Hammond 2000 ; Stuart and Thurlow 2000 ; Korthagen et al.”
Learning to Teach English in Hong Kong: The Opinions of Teachers in Training (2003, background): “…years, they have internalized through an apprenticeship of observation [their italics], many of the values, practices and beliefs of their teachers’ (Stuart & Thurlow, 2000: 114) and believe that teaching is simply a matter of liking children and transmitting knowledge (Huling-Austin, 1992; Stuart…”