The development of student teacher identities through undergraduate action research projects : an Emirati case study
In recent decades, reflective practice has taken a more central role in the construction of teachers’ knowledge and practice (Elliot, 1991; Roberts, 1998). Within reflective practice, action research has developed as an approach within which teachers can systematically question, challenge and improv...
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University of Exeter
2010
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| Online Access: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.537867 |