Planning and Problem Solving in Teacher Education
Bibliographic Data
| ID | 4308176 |
|---|---|
| Authors | Ann M Neely (Peabody College, Vanderbilt University, corresponding author) |
| Year | 1986 |
| Volume | 37 |
| Issue | 3 |
| Pages | 29-33 |
| Publication date | 1986-05-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/002248718603700306 |
| OpenAlex | W2123777770 |
| Language | EN |
| Citations received | 5 |
| References cited | 15 |
Neely presents findings from an experimental study investigat ing the effects of training in cognitive monitoring on preservice teacher lesson planning. Lesson plans and lesson implementa tion were found to be significantly more effective for prospective teachers trained in cognitive monitoring. Implications are dis cussed regarding the inclusion of problem solving training in teacher preparation programs
Cognition · Inclusion (mineral) · Mathematics education · Pedagogy · Teacher education · Educational and Psychological Assessments · Problem Solving Skills Development · Psychology · Social Psychology · Teacher Education and Leadership Studies
| Citations per year | 0.14 |
|---|---|
| Citation span | 1989 - 2022 (34) |
| Highly cited | No |