Analysis of a language teacher's journal of classroom practice as reflective practice

ISSN： 1470-1103

Source： Reflective Practice, Vol.14, Iss.1, 2013-02, pp. : 131-143

Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.

Previous Menu Next

Abstract

Related content

Research into teacher knowledge: a stimulus for development in mathematics teacher education practice

By Rowland Tim Turner Fay Thwaites Anne

ZDM, Vol. 46, Iss. 2, 2014-04 ,pp. : 317-328

Springer Publishing Company

Access to resources Recommend Favorite

The Concept of Antifragility and its Implications for the Practice of Risk Analysis

RISK ANALYSIS, Vol. 35, Iss. 3, 2015-03 ,pp. : 476-483

John Wiley & Sons Inc

Access to resources Recommend Favorite

What Can the Teacher Learn in the Classroom?

By Margolinas Claire Coulange Lalina Bessot Annie

Educational Studies in Mathematics, Vol. 59, Iss. 1-3, 2005-07 ,pp. : 205-234

Springer Publishing Company

Access to resources Recommend Favorite

From convergence to divergence: the development of mathematical problem solving in research, curriculum, and classroom practice in Singapore

By Fan Lianghuo

ZDM, Vol. 39, Iss. 5-6, 2007-10 ,pp. : 491-501

Springer Publishing Company

Access to resources Recommend Favorite

FIRST COMES THE THEORY, THEN THE PRACTICE? ON THE ACQUISITION OF GENERAL PEDAGOGICAL KNOWLEDGE DURING INITIAL TEACHER EDUCATION

By König Johannes

International Journal of Science and Mathematics Education, Vol. 11, Iss. 4, 2013-08 ,pp. : 999-1028

Springer Publishing Company

Access to resources Recommend Favorite