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2018
Volume 31, Issue 3
  • ISSN: 0007-8204
  • E-ISSN: 1943-2216

Abstract

Defines a pedagogical strategy that provides opportunities for prospective teachers to critically take up and reflect on the role of the teacher, a strategy called “situated performance.” Describes situated performances in detail to illustrate their potential for educative experience. Shows how situated performances can complement current teacher-preparation practices. Includes responses to the article by four educators.

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/content/journals/10.58680/ee19991524
1999-04-01
2024-06-13
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http://instance.metastore.ingenta.com/content/journals/10.58680/ee19991524
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  • Article Type: Research Article
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