Final ruminations on the ‘unseen half’

Tania Ferfolja; Criss Jones Diaz; Jacqueline Ullman

doi:10.1017/9781108378482.015

Final ruminations on the ‘unseen half’

Tania Ferfolja, Criss Jones Diaz, Jacqueline Ullman

School of Education

Research output: Chapter in Book / Conference Paper › Chapter › peer-review

Abstract

While the APST Standards do not explicitly refer either to processes of reflection or to teachers as reflexive practitioners, we take the position that strong, critical teaching practices, particularly in the areas of planning and implementation (Standard 3) and assessing student learning (Standard 5), require teachers to employ theoretical perspectives in their decision-making processes.

Original language	English
Title of host publication	Understanding Sociological Theory for Educational Practices
Publisher	Cambridge University Press
Pages	228-236
Number of pages	9
ISBN (Electronic)	9781108378482
ISBN (Print)	9781108434409
DOIs	https://doi.org/10.1017/9781108378482.015
Publication status	Published - 27 Mar 2019

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© Cambridge University Press 2015, 2018.

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10.1017/9781108378482.015

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Final ruminations on the ‘unseen half’

Abstract

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