Open AccessUsing a beginning history teacher’s consideration of students’ prior knowledge in a single lesson case study to reframe discussion of historical knowledge
Author(s) -
Catherine McCrory
Publication year - 2017
Publication title -
revista electrónica interuniversitaria de formación del profesorado
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.23
H-Index - 5
ISSN - 1575-0965
DOI - 10.6018/reifop/20.2.284921
Subject(s) - cognitive reframing , framing (construction) , mathematics education , conceptual change , meaning (existential) , student teacher , pedagogy , epistemology , psychology , teacher education , philosophy , engineering , social psychology , structural engineering