Teach as I Say, Not as I Do: How Preservice Teachers Made Sense of the Mismatch between How They Were Expected to Teach and How They Were Taught in Their Professional Training Program

Christopher P. Brown; David P. Barry; Da Hei Ku; Kate Puckett

doi:10.1080/08878730.2020.1847225

Teach as I Say, Not as I Do: How Preservice Teachers Made Sense of the Mismatch between How They Were Expected to Teach and How They Were Taught in Their Professional Training Program

Christopher P. Brown
, David P. Barry
, Da Hei Ku
, Kate Puckett

Curriculum & Instruction

University of Texas at Austin

Research output: Contribution to journal › Article › peer-review

Original language	English
Pages (from-to)	250-269
Number of pages	20
Journal	Teacher Educator
Volume	56
Issue number	3
DOIs	https://doi.org/10.1080/08878730.2020.1847225
State	Published - 2021

ASJC Scopus Subject Areas

Education

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10.1080/08878730.2020.1847225

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AU - Puckett, Kate

PY - 2021

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Teach as I Say, Not as I Do: How Preservice Teachers Made Sense of the Mismatch between How They Were Expected to Teach and How They Were Taught in Their Professional Training Program

ASJC Scopus Subject Areas

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