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Computer Conferencing, Critical Reflection, and Teacher Development
ARTICLE

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TATE Volume 10, Number 5, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Reports results of a study that examined whether computer conferencing would enhance preservice teachers' awareness of taken-for-granted assumptions. Analysis of students' discussions suggests that, though conferencing generates a rich source of assumptions, students may not recognize them as such. Students' developmental level related to ability to identify and clarify taken-for-granted assumptions. (SM)

Citation

Harrington, H.L. & Hathaway, R.S. (1994). Computer Conferencing, Critical Reflection, and Teacher Development. Teaching and Teacher Education: An International Journal of Research and Studies, 10(5), 543. Elsevier Ltd. Retrieved November 14, 2019 from .

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