Abstract
Preservice teachers are supposed to learn didactical ideational knowledge in their supervisory conferences. This study identified sources of such ideas and assessed the learning of 8 dimensions of knowledge. We found that the sources of substantial portions of the learned new ideas were not the supervisory conference, and most students' didactical ideational knowledge expanded as well as the self creation of substantial aspects of these ideas, namely, complexity, abstractness, and generality. Implications for supervisory conferences were drawn from these findings.
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