From Dewey’s legacy to Schon’s epistemology of practice : reconceptualizing reflective teacher education
It has been suggested that "the ultimate justification for curricular decision making in professional education is normative: a conception of a set of desirable understandings, skills, and dispositions" (Tom and Valli, 1990, p. 389). But, normative considerations alone are not sufficient...
| Main Author: | |
|---|---|
| Format: | Others |
| Language: | English |
| Published: |
2009
|
| Online Access: | http://hdl.handle.net/2429/6847 |