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International Education Journal: Comparative Perspectives, v12 n1 p161-179 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 intervene in the teaching that often causes educational disadvantage for Aboriginal and Torres Strait Islander students.

Descriptors: Preservice Teachers, Foreign Countries, High Achievement, Reflection, Practicums, Teacher Education Programs, Student Attitudes, Metacognition, Indigenous Populations, Pacific Islanders, Culturally Relevant Education

Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor[at]iejcomparative.org; Web site: http://openjournals.library.usyd.edu.au/index.php/IEJ





Autor: Burnett, Bruce; Lampert, Jo; Crilly, Karen

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2477&id=EJ1017667







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