Reflective Practice in Higher Education Institutions: Exploring Teachers’ Reflective Experiences and Challenges in Ethiopian Public Universities
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Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10780-024-09526-x.pdf
Reference99 articles.
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2. Ağlarcı, O., Sarıçayır, H., & Şahin, M. (2016). Nature of science instruction to Turkish prospective chemistry teachers: The effect of explicit-reflective approach. Cogent Education, 3(1), 1213350. https://doi.org/10.1080/2331186X.2016.1213350.
3. Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education. System, 35, 192–207. https://doi.org/10.1016/j.system.2006.12.008.
4. Aldahmash, A. H., Alshmrani, S. M., & Almufti, A. N. (2017). Secondary School Science Teachers Views about their reflective practices. Journal of Teacher Education for Sustainability, 19(1), 43–53. https://doi.org/10.1515/jtes-2017-0003.
5. Amador, J. M., Rogers, P. M. A., Hudson, R., Phillips, A., Carter, I., Galindo, E., & Akerson, V. L. (2022). Novice teachers’ pedagogical content knowledge for planning and implementing mathematics and science lessons. Teaching and Teacher Education, 115, 103736. https://doi.org/10.1016/j.tate.2022.103736.
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