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Reflection has become widely recognized as a crucial element in the professional growth of teachers. Terms such as "reflective teaching" "enquiry-orientated teacher education", "teachers as researchers" and "reflective practitioner" have become quite prolific in discussions of classroom practice and professional development. It is frequently presumed that reflection is an intrinsically good and desirable aspect of teaching and teacher education and that teachers, in becoming more reflective, will in some sense be better teachers, though such claims have been rarely subject to detailed scrutiny. Each of the chapters in this book is concerned with exploring the concept of reflection and considering its contributions to teacher education.
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ISBNs
0203209850
9780203209851
9780750701235
9781135721923
9781135721930