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Thèses sur le sujet « Reflection as situated practice »

Auteur : Grafiati

Publié le 2 juin 2025

Mis à jour le 31 juillet 2025

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1

Malthouse, Richard. "Reflecting Blues - Perceptions of policing students undertaking a Preparing to Teach in the Lifelong Learning Sector (PTLLS) course with regard to reflective practice and associated skills." Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/6248.

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This research considered the perceptions of policing students who attended a Preparing to Teaching in the Lifelong Learning Sector (PTLLS) course at a Central London College for Further Education, in relation to their study needs, motivation levels, relevant support and reflective practice. This phenomenological study considered 15 students from the Metropolitan Police Service (MPS) employing the use of semi-structured interviews to gather data. The findings were that the students‟ perception in relation to the support offered by the MPS was insufficient and this may be due to the pedagogical

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Siudzinski, Robert Andrew. "Not All Who Wander are Lost: An Ethnographic Study of Individual Knowledge Construction within a Community of Practice." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/27864.

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This focused ethnography of Appalachian Trail (AT) long-distance hikers explored the situated and informal nature of individual knowledge construction as mediated through a community of practice. Unlike place-based or cyber-bound communities, the ever-changing membership and location dynamics of AT hikers offered a unique and researchable community for study. The complex and understudied sensemaking trajectories of individuals moving through this mobile community were investigated over three years through in-depth interviews and participant observations. Inductive analysis of expert and novice

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3

Normark, Maria. "Work and Technology Use in Centers of Coordination : Reflections on the relationship between situated practice and artifact design." Doctoral thesis, KTH, Numerical Analysis and Computer Science, NADA, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-462.

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<p>The research problem explored in this thesis is how technology and work practice are related in coordinative situations (collocated and over distance). Further, the problem of how this kind of research results can be transformed and used in the development of new technology is discussed.</p><p>Air Traffic Control and Emergency Call Centers are the two domains where the complex process of coordination in a time and safety critical setting has been studied. The methodological approach taken in the field studies is ethnographic, a qualitative method with a descriptive outcome. Air traffic cont

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4

Beukes, Janna Maree. "Collaborative partnership trends between teachers and educational psychology researchers." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25378.

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The purpose of this descriptive and exploratory study was to obtain insight into collaborative partnership trends between educational psychology researchers and teachers, in order to inform participatory theory and practice in future methodology studies. The Community of Practice Framework theoretically framed the study, describing professional communities and the way in which meanings, beliefs and understandings are negotiated and reflected in communal practices. Five symposium and two reflection session presentations were purposefully selected and transcribed for qualitative content analysis

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Siritanapivat, Bess Suneenaj. "Reflection." Thesis, University of Iowa, 2012. https://ir.uiowa.edu/etd/3384.

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Attwood, David. "Towards a Situated Non-Objective Art Practice." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/641.

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This project is a practice-led investigation into the potential for a situated Non-Objective art practice. Taking the divergent impulses that currently inform my own creative practice as a starting point, the project aims to reconcile the differing aesthetic and ideological principles that define both Non-Objective, and situated practice, to achieve new syntheses.

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Reichmann, Carla Lynn. "Reflection as social practice." Florianópolis, SC, 2001. http://repositorio.ufsc.br/xmlui/handle/123456789/79836.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente<br>Made available in DSpace on 2012-10-18T07:58:05Z (GMT). No. of bitstreams: 0Bitstream added on 2014-09-25T20:59:21Z : No. of bitstreams: 1 180540.pdf: 11220672 bytes, checksum: 6bcafc11c09685aca67106b0f2cbe6df (MD5)<br>Na perspectiva crítica do discurso, a linguagem é considerada como uma forma de prática social, interligada a outros aspectos sociais (Fairclough, 1995); neste contexto se insere o ensino de língua estrangeira, um

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8

Stoner, Alexis Marino. "A Conceptual Model Incorporating Mindfulness to Enhance Reflection in a Situated Learning Environment." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70885.

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Key to designing instruction for situated learning is ensuring the ability of learners to transfer acquired knowledge to a variety of situations. Common to models of instruction and frameworks for situated learning is the importance of including activities for promoting reflection within the design of the learning environment. However, these models currently do not include detailed support for reflective practice that will help instructional designers prepare learners to meet the demands of situated learning. One method to meet the demand of the ill-structured nature of situated learning and

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Eriksson, Elina. "Situated Reflexive Change : User-Centred Design in(to) Practice." Doctoral thesis, KTH, Medieteknik och interaktionsdesign, MID, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-116403.

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Technology used in the Swedish workplace is perceived to be controlling, gener- ally still difficult to use, and with a low degree of usability. Even though the field of Human-Computer Interaction (HCI) has been concerned with researching different ways of developing usable systems for at least half a century, there seem to be problems with the diffusion of the results into practice. One of the possible approaches to developing usable systems is user-centred design, and in this thesis I am concerned with the issue of introducing user-centred design and usability work in public authorities and

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10

Reynolds, J. Karen. "Criterion-referenced assessment and evaluation as socially situated practice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25144.pdf.

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Leeson, Loraine. "Art, communities and social change : Excavation of a situated practice." Thesis, University of Ulster, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.514471.

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12

Wyndhamn, Jan. "Problem-solving revisited : on school mathematics as a situated practice /." Online version, 1993. http://bibpurl.oclc.org/web/34505.

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13

Naidoo, Nadasen Arungasen. "Facilitating reflection in post-graduate writing practice." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/688.

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University teaching staff are employed because of their knowledge in their particular disciplines. Many do not have a qualification to teach at a higher education institution upon commencement of their academic career. In that group there are few who have the research experience required to assist at postgraduate level. This should be developed as one of the three core activities of higher education, in which they have to be involved. This study is the result of a problem that I encountered as a higher education practitioner. In keeping with my being a practitioner researcher within an action

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Posthuma, Anna Barbara. "The nature of mathematics teachers’ reflective practice." Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/24143.

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Thoughts about reflection and reflective practice have evolved over many decades, through carefully constructed theory and research applications, mainly based on the work of Dewey (1933) and Schön (1983). Evidence also exists in the literature that the ability to reflect on practice is considered a necessity for effective instruction (Sowder, 2007). By reflecting critically teachers become more positive in the search for a new understanding of their teaching practice and design more ways to deal with the challenges that confront them daily. When teachers act reflectively, they consider careful

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15

RODRIGUES, RENATA LOPES DE ALMEIDA. "EXPLORATORY PRACTICE IN ENGLISH TEACHER EDUCATION: REFLECTION AND ETHICS IN PEDAGOGIC PRACTICE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=24050@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>A capacidade de se desenvolver e aprender com o outro e a natureza inacabada do ser humano são fatores motivadores desta tese. Este trabalho investigativo resgata um desejo de entender e refletir sobre questões relativas à construção reflexiva, ética e afetiva do professor de línguas, através do discurso, a partir da experiência e da interação social. Fundamentada pelos princípios da Prática Exploratória, tais como inte

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Horner, Geoffrey Allen. "Caminando y miando : a reflection on academic practice." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44118.

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This thesis is an exploration of academic methodologies including scholarly distance, the archive, and linear time, using the insights that I gained as a researcher and friend with Refugio Gregorio Bautista, a Nu Savi traditional food chef from Oaxaca; Mexico, Pedro Herminio Bautista Rojas, also Nu Savi from Oaxaca and an agricultural expert; and Jaalen Edenshaw, a Haida carver from Masset, B.C.. During my time with these three indigenous people and their communities, I learned about different aspects of their ancestral practices, and participated in different ways in their work, planting, coo

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Murphy, Brian. "Computer supported collaborative learning through reflection on practice." Thesis, Oxford Brookes University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364879.

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Schutz, Susan. "Beyond reflection : a study of contemporary nursing practice." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/384347/.

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Using Casebook Ethnography, nine registered Adult Nurses were observed and interviewed to explore the ways in which they undertook their daily work and the place of reflection in that. The participants were employed in one of two units; a surgical breast care and an acute palliative care unit, both of which were in a large National Health Service trust hospital in central England. Data collection was illuminated by the researcher’s reflective journal. The data collected, rather than simply describing reflective practice, led to wider and more broadly focussed findings which, when analysed, gen

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Hyacinth, Timi B. "Reflection for specific purposes : the use of reflection by Nigerian English language teachers." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/59716/.

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Reflection is yet to be fully understood as a concept, practice and experience in many English language teacher education programmes. The calls for data-led studies to prove its benefits and to make the concept less vague continue against a new argument that academic presentations of reflective inquiry may be flawed because teachers perceive reflection differently. Studies suggest that many trainees, teachers and teacher educators still do not understand reflection, and that rejections or fleeting tolerance of reflection by teachers or trainees may be connected to top-down approaches to teachi

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20

Eberhagen, Niclas. "Understanding the Designing of Knowledge Work Support Tools as a Situated Practice." Doctoral thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-15083.

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The aim of the thesis is twofold. First, a need is exposed for adopting a situated design perspective in designing computer-based tools that support knowledge work. Second, an examination is made of what this perspective may reveal concerning the nature of processes and relations within the design situation. This is done to understand better what it means for users and developers, as well as other stakeholders, to approach and capture the tacit knowing within the work context. The argument for adopting a situated design perspective is based on experience drawn from development projects, as wel

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DiGiovanni, Frank Christopher. "Permeable Socialization Flow and Hacker Code Switching Practice| A Metacognitive, Situated Approach." Thesis, University of Pennsylvania, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10977668.

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<p> The new economy, which is information-centric, enabled by the computerization of business, social, and communication tools, and globally scaled by networking technologies, is fueling high rates of workforce mobility. Careers are shorter and more diverse, with individuals flowing sequentially from organizational socialization episode to episode, at a rapid pace, into different cultures, even cultures that may be in conflict with each other. </p><p> To expand our understanding of this phenomenon my study examined the plasticity of human socialization. It focused on the practices that enabl

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Lawday, Geoff. "Knowledge, learning and reflection : consulting in communities of practice." Thesis, University of Bedfordshire, 2009. http://hdl.handle.net/10547/135246.

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The objectives of the research was to identify how knowledge, learning and reflection is mediated in communities of practice. The overall aim was to base the evidence from the lived experiences of those who are part of the communities of practice under study. The research was undertaken through a qualitative inquiry using a social constructionist perspective. The research was pursued through participative action research in one case study organisation, and through participative observation, or observation in fifteen others. The key findings of this inquiry include six sociological elements whi

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23

Alexander, Jane. "The contemporary uncanny : an exploration through practice and reflection." Thesis, Northumbria University, 2018. http://nrl.northumbria.ac.uk/36241/.

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My Creative Writing thesis comprises a collection of uncanny short stories that explores social, psychological and physical impacts of advances in science and technology, and a critical-reflective exegesis. Using a research methodology that critically examines insights emerging from creative and reflective practice, the thesis as a whole addresses the question of how the short story can be used as a particularly appropriate mode to illuminate contemporary experiences of science and technology through the creation of uncanny affect. The exegesis offers a definition of contemporary uncanny ficti

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Entwistle, Joanne. "Fashioning the self : women, dress, power and situated bodily practice in the workplace." Thesis, Goldsmiths College (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287489.

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Gomez, Christy P. "A study of the situated practice of benchmarking in the UK construction industry." Thesis, University of Birmingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397185.

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O'Hare, J. J. "Telethrone : a situated display using retro-reflection based multi-view toward remote collaboration in small dynamic groups." Thesis, University of Salford, 2019. http://usir.salford.ac.uk/49548/.

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This research identifies a gap in the tele-communication technology. Several novel technology demonstrators are tested experimentally throughout the research. The presented final system allows a remote participant in a conversation to unambiguously address individual members of a group of 5 people using non-verbal cues. The capability to link less formal groups through technology is the primary contribution. Technology-mediated communication is first reviewed, with attention to different supported styles of meetings. A gap is identified for small informal groups. Small dynamic groups which are

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Gray, Andrew Lee. "Embodied reflective practice : the embodied nature of reflection-in-action." Thesis, London Metropolitan University, 2014. http://repository.londonmet.ac.uk/946/.

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The purpose of this thesis is to examine the applicability of aspects of Schön’s (1983) theories of reflection-in-action in relation to visual art practice. Schön’s (1983) theories demonstrate that whilst they are written with design disciplines in mind, they do not extend to consider the appropriateness of its use in visual art practice. Scrivener (2000: 10) draws the distinction that whilst Schön’s (1983) use of scientific language in reflection-in-action is considered applicable for problem-solving projects in design, aspects of it are problematic for creative production research projects a

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Hetzner, Stefanie Bianca [Verfasser], and Hans [Akademischer Betreuer] Gruber. "Reflection in professional practice / Stefanie Bianca Hetzner. Betreuer: Hans Gruber." Regensburg : Universitätsbibliothek Regensburg, 2014. http://d-nb.info/1051132665/34.

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CERDERA, CRISTIANE PEREIRA. "THE NOTION OF UNDERSTANDING IN EXPLORATORY PRACTICE: A WITTGENSTEINIAN REFLECTION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=32859@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>Este trabalho investiga a noção de entendimento em textos seminais da Prática Exploratória. Reconhecendo que se busca renunciar ali a uma visão tradicional de entendimento, sem que, contudo, se elabore uma concepção alternativa capaz de fundamentar teoricamente essa nova abordagem pedagógica, esta pesquisa busca contribuir para a superação de tal lacuna. Parte-se do pressuposto de que há uma substantiva afinidade entre

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Scherler, Kathy L. "Elementary music teachers instructing English language learners: Reflection on practice." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4933/.

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This qualitative study investigated four monolingual, English-only speaking Caucasian elementary music teachers and their reflections regarding instruction of English language learners (ELL). The purpose of this multiple case study was to investigate the teaching practice and curricular decisions of elementary music teachers who instruct Hispanic ELL students. The investigation was conducted during a nine-week period, and data collection included classroom observations, phenomenological interviewing, and teacher audio journals. None of the teachers had prior education or pre-service preparatio

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Schnellert, Leyton M. "Collaborative inquiry : teacher professional development as situated, responsive co-construction of practice and learning." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/38245.

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The research reported here grappled with the challenge of designing and facilitating teacher professional development that bridges theory and practice so as to enhance teacher practice and learning and student learning outcomes. A case study design was employed to study a community of inquiry (CoI) located within a Southern Arctic school district within which classroom teachers and special education teachers worked as partners to improve their writing instruction and increase access to learning and outcomes for students in inclusive classrooms. This research addressed three questions: (1) what

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Sanga, Mapopa William. "Development of a Framework for Teaching L2 English as a Situated Practice in Malawi." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/77244.

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In response to the demands of 21st century teacher preparation practices, this developmental study was instigated by the need to employ appropriate strategies in the teaching of English as second language (L2) in Malawi. Using situated cognition theoretical construct as a basis, a framework for teaching L2 English as a situated practice was created. The development process was guided by views and practices of English methodology faculty members in Malawi's five secondary school teacher training institutions. The study was conducted in three phases, (i) analysis, where eight English methodology

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Galbraith, John T. "Educational Psychology : A critical reflection on practice, past present and future." Thesis, University of Sheffield, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522429.

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Walton, Roger L. "The teaching and learning of theological reflection : case studies of practice." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/1746/.

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Murray, Peter John. "Subject - talk.to/reflect : reflection and practice in nurses' computer-mediated communications." Thesis, Open University, 2001. http://oro.open.ac.uk/54858/.

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This study is situated within the everyday practice of nurses around the world, engaged in discourse with colleagues through listserv discussion forums, and immersed in Schon's swampy lowlands of important problems. Taking computer-mediated communications (CMC) to be an integral part of nursing informatics, the study begins by examining the literatures on CMC and nurses' reflection on and in practice. The study is congruent with emerging mixed method research approaches within both nursing and the study of CMC, and comprises an electronic ethnography, coupled with the development of a model of

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Butke, Marla A. "Reflection on practice: A study of five choral educators' reflective journeys." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1054056360.

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Butke, Marla Ann. "Reflection on practice : a study of five choral educators' reflective journeys /." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054056360.

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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xiv, 308 p.: ill. Includes abstract and vita. Advisor: R.J. David Frego, School of Music. Includes bibliographical references (p. 284-298).

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Millar, Neil Roderick. "Up close and professional : integrative reflection in theory and in practice." Doctoral thesis, importedStudentThesis, 2018. https://researchprofiles.canberra.edu.au/en/studentTheses/28ccc095-a4c5-4faf-9d77-97c2edc202ba.

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Constantinou, Helen. "Reflection in education : an exploration of EFL teachers' conceptions of reflective practice in the UAE." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/80502.

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This study explored how six Arab EFL teachers constructed meanings of reflection, and how these meanings informed their teaching practice. The purpose of this research was to better understand reflective practice in teacher education. Dewey (1933), Schön (1983, 1987) and van Manen’s (1977) theories on reflective practice guided this study. A symbolic interaction theoretical and methodological framework (Denzin, 1978; Prus, 1996) was applied. The data were collected from teacher interviews, reflection journals and classroom observations. Five specific themes emerged from the data and were categ

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Larrea, Sotomayor Maria F. "Contributions of training and situated learning to Cabin crew competence." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/401448.

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This study explores how formal training and situated learning combine to shape the competence of airlines’ cabin crew. The purpose of this study is to broaden the understanding of cabin crew learning by incorporating a ‘social practice’ approach. Cabin crew learning, still little explored in the literature, provides insights into a complex social practice context. Traditionally, cabin crew learning has been conceptualised in terms of initial training; they are trained and evaluated from a predominantly behavioural competency-based perspective, away from actual work contexts. At work, cabin cre

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Mantzoukas, Stefanos. "Exploring and understanding reflection, knowledge and everyday practice in the medical wards." Thesis, University of Portsmouth, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247492.

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Macbeth, Karen P. "The situated achievements of novices learning academic writing as a cultural curriculum." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1101244159.

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Saylor, Laura L. "The Relationship Between Teacher Quality and Reflective Practice." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397235807.

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Hermanson, Heather Joan. "Dwelling with/in possibilities, lifelong learning through reflection on/in clinical practice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq21910.pdf.

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Leiper, Tara E. "The impact of critical reflection on a private practice singing teacher's thinking." Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3417/.

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This situated self-as-researched investigation explores the impact of critical reflection on a private practice singing teacher’s thinking. The project is based upon the use of five ‘vehicles’ through which to develop the skills of critical reflection, these being journal writing, personal writing, critical incident technique, narrative inquiry and ideology critique. Each of these vehicles is used to undertake critical reflection of singing teaching practices whereby values and assumptions are interrogated. Each of the vehicles of critical reflection used in this inquiry is evaluated for their

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Cattani, Maria Lucia. "Spontaneity, repetition and systems in reproductive media : a reflection on personal practice." Thesis, University of Reading, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266153.

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Netto, Vinicius. "Practice, communication and space : a reflection on the materiality of social structures." Thesis, University College London (University of London), 2007. http://discovery.ucl.ac.uk/5060/.

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The general issue of relations between sociality and spatiality, until recently profoundly ignored outside spatial studies, has become a focus of great theoretical attention in a number of disciplines – what has been called, remarkably, the “spatial turn” in social and cultural theory. The thesis wishes to address a central problem in that debate: the connection of practice and space. It does so emphasising a dimension that has not been previously explored to a significant degree: the conditions of sociation of practice, or a material account of how action becomes social action and practice so

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Pedro, Joan Yvonne. "Reflection in Teacher Education: Exploring Pre-Service Teachers' Meanings of Reflective Practice." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/28196.

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This qualitative interpretive study explored how five pre-service teachers constructed meaning of reflection, and how these meanings informed their practice. The purpose of this research was to better understand reflective practice in teacher preparation. The theories on reflective practice by Dewey (1933), Schon (1983, 1987), and van Manen (1977) guided this study. This research incorporated the historical and institutional contexts of the study, and applied a symbolic interaction theoretical and analytical framework (Denzin, 1978, Prus, 1996). The interpretations of the pre-service teachers'

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Norris, Karen S. "Making Sense of Teaching: A Holistic Approach to Teacher Reflection about Practice." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11018/.

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The purpose of this study was to examine the lived experience of reflection and document how a holistic approach to teacher reflection contributes to teachers' understanding of, and improvement in their pedagogical practice. The investigation asked how classroom observations, when followed by a reflective dialogue, impact pedagogical practice. The particular focus included how teachers make sense of observational data during a post-observation, reflective dialogue; how teachers reflect on classroom observational data; and how the holistic reflection experience impacts teachers' pedagogical pra

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Norris, Karen S. Wilhelm Ronald Wayne. "Making sense of teaching a holistic approach to teacher reflection about practice /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11018.

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