HIGHLIGHTS
SUMMARY
Still, empirical studies have clearly documented pre- as well as in-service teachers` preference for informal or experience-based over research- or evidence-informed sources of teaching knowledge (Thomm et_al, 2021c; Ferguson et_al, 2022). Given teachers` long apprenticeship of observation (Lortie, 1975) and, not least, participation in educational settings, their beliefs are likely to be rather deeply entrenched, and may act as a barrier to acquisition of new knowledge in the form of theories and research in teacher education (Guilfoyle et_al, 2020; Menz et_al, 2021). In accordance with this study, pre-service teachers` and . . .
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