From reflective practitioner to comprehensive teacher

The work of Donald Schön has drawn attention to the paradox inherent in the activities of teaching and learning. His own concept of the reflective practitioner tries to offer a way through this paradox for students arguing that by risking the power inequalities of being a learner they can eventually...

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Veröffentlicht in:	Educational action research 2000-03, Vol.8 (1), p.167-178
1. Verfasser:	Tubbs, Nigel
Format:	Artikel
Sprache:	eng
Schlagworte:	Comprehensiveness Reflective practice Teachers
Online-Zugang:	Volltext
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