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Working paper
Reflective practice
In: The Journal of Practice Teaching and Learning, Band 6, Heft 1, S. 71-90
ISSN: 1759-5150
This article examines the ideas and opinions canvassed of 40 experienced practice teachers about the concept of reflective practice. There is a focus on how they define the concept but also how they develop and assess this area with social work students. Through analysing themes from their responses a composite definition of reflective practice is suggested. Central characteristics and processes of the concept of reflective practice are identified from responses. It is suggested that this concept can be identified, developed and assessed in practice. The need for clarity of thinking about reflection by practice teachers is underlined.
Practice as science, science as practice
In: Social work research
ISSN: 1545-6838
Practice profile: describing and recording general practice
In: Practice organisation folders
Reflective Practice
In: Reflective practice, Band 14, Heft 6, S. ebi-ebi
ISSN: 1470-1103
Improving practice learning: Eliminating delays in practice placement
In: The Journal of Practice Teaching and Learning, Band 8, Heft 1, S. 5-17
Práticas de escritas extraescolares reconfigurando as práticas escolares
In: Revista Desafios, Band 2, Heft 2, S. 111-136
This paper exposes the development of a written proposal in a 2nd year high school students in a rural school district Santa Terezinha in Itaporã-MS and a part of its results, to promote a reflection on new possibilities for work that contribute to close the gap between school written practices and extracurricular and their socio historical relations. We begin from the assumption that the writing is heterogeneously formed the linguistic facts do not separate the social practices (Corrêa, 2004). The proposal constituted the production of a Virtual Journal on Facebook, developed during the Portuguese classes. The analysis of news production and reporting, plus the comments made on the digital platform, enable linguistically show that there is no rigid boundary between writing practices of focused on writing culture and those of digital culture, as they suppose many educators. Furthermore, show that social networks in school can work as collaborators in a more efficient and meaningful writing instruction for all involved.
Bordering Practices: Negotiating Theory and Practice
In: Architecture and Culture, Band 4, Heft 3, S. 397-409
ISSN: 2050-7836