Dialogic reflective e-journaling: providing extra field-based support to special education preservice teachers by enhancing their critical reflection skills and transformative learning

Pamela Weatherly CarterSchool of Education: Department of Specialized Education Services, University of North Carolina at Greensboro, Greensboro, NC, USAView further author information

Stephanie A. KurttsSchool of Education: Department of Specialized Education Services, University of North Carolina at Greensboro, Greensboro, NC, USACorrespondence[email protected]
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Kalli B. Decker, Gina A. Cook, Holly Brophy-Herb & Julia Torquati. (2023) Students’ experiences of reflective practices as pedagogy in early childhood higher education. Journal of Early Childhood Teacher Education 44:3, pages 261-287.
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Michael Dunne, Gillian Nisbet & Merrolee Penman. (2021) How speech pathology educators conceptualise reflection in practicum contexts influences student learning experiences. Reflective Practice 22:3, pages 400-414.
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Cathy A.R. Brant & Ross Stanger. (2023) Permission granted: professional development to promote social studies content integration. Social Studies Research and Practice 18:2, pages 137-150.
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Kristen Merrill O’Brien, Sarah A. Nagro, Gino D. Binkert, Katherine Szocik & Margaret Gerry. (2023) Field Experiences in Special Education Teacher Preparation: A Review of the Literature. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, pages 088840642311776.
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Fei Wang, Takaya Yuizono, Tzu-Yang Wang, Eunyong Kim & Yaqin Lu. (2023) Integrating reflection into a mobile-assisted reading program for learning English as a second language in China. Frontiers in Education 7.
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Dialogic reflective e-journaling: providing extra field-based support to special education preservice teachers by enhancing their critical reflection skills and transformative learning

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Dialogic reflective e-journaling: providing extra field-based support to special education preservice teachers by enhancing their critical reflection skills and transformative learning

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