Search results for: Lee Ruth
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Exploring the Use of Critical Incident Analysis and the Professional Learning Conversation in an Initial Teacher Education Programme
This article aims to explore how critical reflective practice within an initial teacher education programme in England is supported through a required course task for student teachers and an associated professional learning conversation with a designated school teacher–mentor. It was found that almost all student teachers seem concerned with finding solutions to their problems or resolving dilemmas, and they value supportive discussion, advice and solutions provided by others, including supervising teachers.
Updated: Jul. 30, 2012