Search results for: Knezic Dubravka
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This paper argues that the Socratic Dialogue in the Nelson and Heckmann tradition will prove a considerable contribution in training teachers. A review of the literature and empirical research supports the claim that the Socratic Dialogue promotes student teachers' interpersonal sensitivity while stimulating conceptual understanding. Finally, the authors suggest a manner of integrating Socratic Dialogue in teacher education and propose a line of further research.
Updated: Sep. 05, 2010