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    Instruction to Understanding: The Emotional Underpinnings of New Teachers' Professional Development

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    Author
    Schlosser, Linda Kramer
    Balzano, Betsy
    Keyword
    Teacher Education
    Masters Programs
    Internship
    Professional Development
    Preservice
    Journal title
    Excelsior: Leadership in Teaching and Learning
    Date Published
    2009-10-01
    Publication Volume
    4
    Publication Issue
    1
    
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    URI
    http://hdl.handle.net/20.500.12648/2224
    Abstract
    This study focuses on the professional development of 54 newly certified, preservice teachers who participated in a masters program that incorporated a 15-hour-per-week internship in an urban school. Perceptual and independent data were collected from 10 cohorts who completed the program between 1998 and 2007. Findings suggest that new teachers' knowledge and practices change when rigorous year-long masters programs are situated in schools. The roots of these changes are the connections between cognition and emotion that emerge from intensive, context-rich professional development.
    Citation
    Schlosser, L. K., & Balzano, B. (2009). Instruction to Understanding: The emotional underpinnings of new teachers’ professional development. Excelsior: Leadership in Teaching and Learning, 4 (1), 4-19.
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    Education and Human Development Faculty Publications

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