Search results for: Jahreie Cecilie Flo
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Making Sense of Conceptual Tools in Student-Generated Cases: Student Teachers' Problem-Solving Processes
This paper examines the way student teachers make sense of conceptual tools when writing cases. The findings show that transforming practical experiences into theoretical reflection is not a straightforward matter. To be able to elaborate on the task it is crucial to make meaning of the tools. It is demonstrated that the institutional practices, rules and expectations must be explicit for the students.
Updated: Nov. 29, 2010