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Hallman, Heidi; Adam, Amy Rousselo – Journal of Inquiry and Action in Education, 2013
In this article, a teacher educator and a first-year teacher identify the role that genre, in a rhetorical sense, plays in reflective practice. As reflection in teacher education has been criticized for its potential to reinforce prior attitudes and dispositions within pre-service and beginning teachers, we see how meta-knowledge of genre is…
Descriptors: Beginning Teachers, Reflective Teaching, Diaries, Teacher Educators