Dongyuan Li, Zhen Wang, Yankai Chen, Renhe Jiang, Weiping Ding, Manabu Okumura
A Survey on Deep Active Learning: Recent Advances and New Frontiers
IEEE transactions on neural networks and learning systems
report first year longitudinal study investigate changes preservice teachers knowledge beliefs reading instruction fifthyear teacher education program particular changes global preprogram beliefs education teaching learning traced preservice teachers acquired specific knowledge manage assess instructionally facilitate students learning text researchers interviewed observed 14 elementary secondary preservice teachers entered teacher education program attended reading classes university taught reading school classrooms qualitative data analyzed determine patterns intellectual change novice preservice teacher beginning classroom teacher b personal program contextual influences constraints change c role cooperating teacher university supervisor supporting intellectual change nature prior beliefs identity maintenance learning findings include importance understanding preservice teachers prior beliefs inform supervision university course design value cognitive dissonance practice teaching contexts need routinize classroom management knowledge attending subjectspecific pedagogy importance academic task part teaching knowledge base