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Abstract
This year-long qualitative case study explores the ways in which one teacher intern reflected upon her knowledge and experiences within two sometimes dichotomous domains: the elementary school classrooms in which she taught and her university coursework. Data collection took place over a period of eight months and consisted of twenty-two weekly email journals assigned as part of graduate coursework during a fifth year internship program. Detailed analysis of these entries revealed the power of reflection and independent thinking in negotiating the complexity of influences on this teacher's beliefs about teaching and learning.
Notes
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