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Reflective Practice
International and Multidisciplinary Perspectives
Volume 18, 2017 - Issue 2
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Original Articles

‘Making’ as a catalyst for reflective practice

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Pages 244-255 | Received 18 Jul 2016, Accepted 14 Nov 2016, Published online: 09 Jan 2017

References

  • Bourner, T. (2003). Assessing reflective learning. Education + Training, 45, 267–272. 10.1108/00400910310484321
  • Bullock, S. M. & Sator, A. J. (2015). Maker pedagogy and science teacher education. Journal of the Canadian Association for Curriculum Studies, 13, 61–87.
  • Flick, U. (2014). An introduction to qualitative research. Thousand Oaks, CA: Sage Publications.
  • Hébert, C. (2015). Knowing and/or experiencing: A critical examination of the reflective models of John Dewey and Donald Schön. Reflective Practice, 16, 361–371. 10.1080/14623943.2015.1023281
  • Lortie, D. (1975). Schoolteacher: A sociological study. London: University of Chicago Press.
  • Marton, F., & Booth, S. (1997). Learning and awareness. Hillsdale, NJ: Lawrence Erlbaum Associates.
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  • McAlpine, L., & Weston, C. (2000). Reflection: Issues related to improving professors’ teaching and students’ learning. Instructional Science, 28, 363–385. 10.1023/A:1026583208230
  • Munby, H., Russell, T., & Martin, A. K. (2001). Teachers’ knowledge and how it develops. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 877–904). Washington, DC, American Educational Research Association.
  • Perry, W. (1970). Forms of intellectual and academic developments in the college years. New York, NY: Holt, Rhinehart and Winston.
  • Schön, D. (1983). The reflective practitioner. New York, NY: Basic Books.

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