Abstract
This special edition seeks to challenge the perspective of research surrounding preservice teachers, shifting from a focus on preservice teachers to a focus on the work in which pre-service teachers are themselves engaged. As guest editors of this special edition, we work with pre-service teachers in a variety of institutional contexts and configurations ranging from traditional undergraduate preservice teachers to accelerated graduate student pre-service teacher candidates, and from a small liberal-arts to large research intensive institutions.
How to Cite:
Fasching-Varner, K., Sulentic Dowell, M., Meidl, T. & Meidl, C., (2013) “Editorial Introduction”, Networks: An Online Journal for Teacher Research 15(1), 620-620. doi: https://doi.org/10.4148/2470-6353.1060
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