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Pryor, Caroline R.; Sloan, Kris; Amobi, Funmi – Journal of Scholarship of Teaching and Learning, 2007
This study investigated the impact of teaching about philosophical approaches on preservice teachers' coherence-non-coherence perspectives. Participants were 56 preservice teachers from two research universities in two states, and three professors at these universities. Data were collected using (a) a 105-item Philosophy of Education Scale (POES)…
Descriptors: Preservice Teachers, Educational Practices, Reflection, Teaching Methods