Preparing student teachers for real classrooms through virtual vicarious experiences of critical incidents during remote practicum: A meaningful-experiential learning perspective-Reference-Cited by-同舟云学术

Preparing student teachers for real classrooms through virtual vicarious experiences of critical incidents during remote practicum: A meaningful-experiential learning perspective

Published:2021-04-23 Issue:6 Volume:26 Page:6949-6971
ISSN:1360-2357
Container-title:Education and Information Technologies
language:en
Short-container-title:Educ Inf Technol

Author:

Korucu-Kış Saadet^ORCID

Publisher

Springer Science and Business Media LLC

Subject

Library and Information Sciences,Education

Link

https://link.springer.com/content/pdf/10.1007/s10639-021-10555-7.pdf

Reference56 articles.

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2. Ausubel, D. P. (1963). The psychology of meaningful verbal learning: An introduction to school learning. Grune & Stratton.

3. Ausubel, D. P. (2000). The acquisition and retention of knowledge: A cognitive view. Kluwer Academic Publishers.

4. Babaii, E., Molana, K., & Nazari, M. (2020). Contributions of assessment-related critical incidents to language teacher identity development. Innovation in Language Learning and Teaching. https://doi.org/10.1080/17501229.2020.1824234.

5. Bashan, B., & Holsblat, R. (2017). Reflective journals as a research tool: The case of student teachers’ development of teamwork. Cogent Education, 4(1), 1–15. https://doi.org/10.1080/2331186X.2017.1374234.

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