"Using the Conceptual Change Model of Learning as an Analytic Tool in Researching Teacher Preparation for Student Diversity" by Douglas B. Larkin

Article

Using the Conceptual Change Model of Learning as an Analytic Tool in Researching Teacher Preparation for Student Diversity

Teachers College Record (2012)

Douglas B. Larkin, Montclair State University

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Abstract

This article demonstrates how the use of conceptual change theory as commonly applied to learning in science classrooms is an appropriate and valuable framework for understanding how teachers change their ideas about the pedagogical implications of student diversity.

Keywords

Teacher Education,
race,
conceptual change,
Teacher education research,
Diversity in education,
Multicultural education,
Teacher learning,
Student teachers,
Teacher development

Disciplines

Publication Date

2012

DOI

http://www.tcrecord.org/Content.asp?ContentId=16527

Citation Information

Douglas B. Larkin. "Using the Conceptual Change Model of Learning as an Analytic Tool in Researching Teacher Preparation for Student Diversity" Teachers College Record Vol. 114 Iss. 8 (2012) p. 1 - 35
Available at: http://works.bepress.com/douglas-larkin/8/