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DOI

10.14221/ajte.2011v36n7.3

Abstract

The article explores the research findings of values pedagogy, both Australian and international, and makes application to the need to re-conceive many of the assumptions and foundational theories that underpin teacher education, based on the new insights into learning, human development and student wellbeing that have resulted from these research findings.

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Link to publisher version (DOI)

10.14221/ajte.2011v36n7.3