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Direct linkBurnett, Bruce; Lampert, Jo; Crilly, Karen – International Education Journal: Comparative Perspectives, 2013
This paper explores the use of guided narrative reflection as a strategy used with high-achieving non-Indigenous pre-service teachers in Australia on teaching practicum. We suggest that reflections (and subsequent dialogue) can provide opportunities for non-Indigenous pre-service teachers to re-think their beliefs and actions in ways that may…
Descriptors: Preservice Teachers, Foreign Countries, High Achievement, Reflection
