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ERIC Number: EJ814775
Record Type: Journal
Publication Date: 2005-May
Pages: 12
Abstractor: As Provided
Reference Count: 9
ISSN: ISSN-1742-5964
Teach to Learn
Senese, Joseph C.
Studying Teacher Education, v1 n1 p43-54 May 2005
An apparently simple self-study that consisted of a longitudinal review of Grade 12 students' self-reflections from the past five years triggered a personally profound struggle about past classroom practices and surfaced a host of assumptions about teaching and learning. This research challenged the author to enact personal and professional values in his teaching practices. The article concludes with some preliminary "musings" that include reinforcing the importance of having every member of a classroom remain both teacher and student and of the significance of that ostensibly self-evident axiom.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 12; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A