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Becoming a Metacognitive Teacher: A Guide for Early and Preservice Teachers


reviewed by Kristen N. Bieda, Sunghwan Byun, Taren Going & Sheila Orr - October 19, 2020

coverTitle: Becoming a Metacognitive Teacher: A Guide for Early and Preservice Teachers
Author(s): Roya Q. Scales, Thomas D. Wolsey, & Seth A. Parsons
Publisher: Teachers College Press, New York
ISBN: 0807764078, Pages: 160, Year: 2020
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Cite This Article as: Teachers College Record, Date Published: October 19, 2020
https://www.tcrecord.org ID Number: 23471, Date Accessed: 11/23/2020 7:49:38 PM

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About the Author
  • Kristen Bieda
    Michigan State University
    E-mail Author
    KRISTEN N. BIEDA, Ph.D., is an associate professor of Teacher Education and Mathematics Education at Michigan State University. Her scholarly interests include the nature of reasoning-and-proving in school mathematics as well as the design of clinical experiences to support secondary teachers to engage in ambitious teaching practice. Her work has been published in the Journal for Research in Mathematics Education, Journal of Teacher Education, and, most recently, the Journal of Technology and Teacher Education.
  • Sunghwan Byun
    Michigan State University
    E-mail Author
    SUNGHWAN BYUN is a doctoral candidate at Michigan State University. His research focuses on social interactions in both mathematics classrooms and teacher education settings, with the goal of equitable student participation in disciplinary practices.
  • Taren Going
    Michigan State University
    E-mail Author
    TAREN GOING is a Ph.D. candidate in Mathematics Education at Michigan State University. Her research interests are in the area of justification, argumentation, and proof, particularly how these practices develop over time for teachers and students. She currently works with the Connected Mathematics Project, investigating the intersection between productive disciplinary engagement and collaborative digital technology for mathematics learning.
  • Sheila Orr
    Michigan State University
    E-mail Author
    SHEILA ORR is a Ph.D. student in Curriculum, Instruction, and Teacher Education at Michigan State University. Her scholarly interests include how prospective teachers make sense of different ambitious teaching practices and how those practices intersect with humanizing pedagogies.
 
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