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Interruptions: Thinking-in-Action in Teacher Education

by Cara Furman & Shannon Larsen - 2020

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Cite This Article as: Teachers College Record Volume 122 Number 4, 2020, p. 1-26
https://www.tcrecord.org ID Number: 23069, Date Accessed: 10/27/2021 12:05:04 PM
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About the Author
  • Cara Furman
    University of Maine Farmington
    E-mail Author
    CARA FURMAN, PhD, is an assistant professor of early childhood education at the University of Maine Farmington. Prior to this, she was an urban public elementary school teacher. Published in journals such as Curriculum Inquiry, Education and Culture, and Teachers and Teaching: Theory and Practice, her research focuses on Descriptive Inquiry, inquiry, asset based inclusive teaching, and progressive practices. Having studied both philosophy and education, she integrates qualitative research on classroom practice, teacher research, and philosophy in both her teaching and research. She is the co-director of the Summer Institute on Descriptive Inquiry.
  • Shannon Larsen
    University of Maine Farmington
    E-mail Author
    SHANNON LARSEN is an Associate Professor of Elementary Education at the University of Maine at Farmington (UMF). Shannon has experience working as both an elementary classroom teacher and a K-8 mathematics coach. In addition to teaching undergraduate methods courses, Shannon has helped to develop the Maine Mathematics Coaching Project at UMF. This is a series of graduate courses designed to support K-8 mathematics coaches in the state. Shannon’s research interests focus on how teachers (pre- and in-service) learn to improve their practice. Some of her recent work has been published in NCTM’s Annual Perspectives in Mathematics Education 2017, the ICME-13 Monograph Uses of Technology in Primary and Secondary Mathematics Education: Tools, Topics, and Trends, and AMTE’s Elementary Mathematics Specialists: Developing, Refining, and Examining Programs that Support Mathematics Teaching and Learning.
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