Interactions between Preservice and Cooperating Teachers and Knowledge Construction during Post-Lesson Interviews.

By S. Chaliès, Luc Ria, S. Bertone, Jean Trohel, Marc Durand. 2004

93 citations recorded by the source corpus.

Subfields: Education, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/d6eb5e48c97f1f8a8085b9871d7adebc114f8665

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. L. Orland-Barak
2. Sumru Akcan
3. Sibel Tatar
4. Jian Wang
5. M. Ryan
6. Robert V. Bullough Jr

In Sociology and Political Science

1. L. Orland-Barak
2. Jian Wang

Citations in the corpus

• Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform (2021, background): “…classrooms (Zeichner, 2010), assist preservice teachers to develop situated understandings of theoretical ideas acquired in their program courses (Chaliès et al., 2004; Margerum-Leys & Marx, 2004), and integrate their content and pedagogical knowledge and classroom management strategies acquired…”
• An investigation of the nature of feedback given to pre‐service English teachers during their practice teaching experience (2010, background): “2004 ), it is important to know the dynamics and the nature of feedback student teachers receive from their university supervisors and their cooperating teachers.”