Science teachers’ conceptualisation of professional reflective practice: a reconstruction of the impact of pre-service interaction with lecturing staff

Science teachers’ conceptualisation of professional reflective practice: a reconstruction of the impact of pre-service interaction with lecturing staff

This study explores the formative basis of the professional reflective practice of in-service science teachers through their reconstruction of their pre-service interaction with lecturing staff. The study reports through the voice of graduates of the Bachelor of Science/Bachelor of Teaching double d...

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Bibliographic Details
Main Author: de Ville, Paul Anthony
Format: Thesis
Language:English
Published: Curtin University 2010
Subjects:
Avondale College
mentor-mentee relationship
professional reflective practice
active modelling
repertoires
in-service science teachers
pre-service interaction
reconstruction
academic staff
Online Access:http://hdl.handle.net/20.500.11937/304

Internet

http://hdl.handle.net/20.500.11937/304

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