Changing teachers’ beliefs and pedagogical practices
The purpose of the study was to document, over an extended period of time, the transformative processes that dialogue, conversation, reflection and documentation can provide for early childhood teachers as they bring their thoughts from taken-for-granted assumptions to explicit affirmations about...
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| Format: | Others |
| Language: | English |
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2009
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| Online Access: | http://hdl.handle.net/2429/16137 |