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Fostering Pre-Service Teachers' Pedagogical Content Knowledge through Collaborative Coaching
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Myers, Joy; Gray, Erika – SRATE Journal, 2017
This study uses activity theory to examine collaboration between graduate students (in-service teachers) serving as literacy coaches and undergraduate students (pre-service teachers) functioning as tutors in a university reading clinic. The participants tutored students in grades first through sixth for seven weeks. The purpose of the study was to…
Descriptors: Preservice Teachers, Pedagogical Content Knowledge, Cooperation, Coaching (Performance)