Reflective practice and action research as a source of pre-service and in-service professional development and classroom innovation: burden or benefit? myth or reality?
The concept of the teacher as reflective practitioner and teacher as researcher of his/her own classroom practice now has a long 20th and 21st century tradition and is promoted widely in the teacher education literature of recent years. But does it have real benefits for teacher skill development an...
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| Format: | Others |
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AUT University,
2009-05-27T22:15:19Z.
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| Online Access: | Get fulltext |