From Dewey’s legacy to Schon’s epistemology of practice : reconceptualizing reflective teacher education
It has been suggested that "the ultimate justification for curricular decision making in professional education is normative: a conception of a set of desirable understandings, skills, and dispositions" (Tom and Valli, 1990, p. 389). But, normative considerations alone are not sufficient...
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| Format: | Others |
| Language: | English |
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2009
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| Online Access: | http://hdl.handle.net/2429/6847 |
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