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DOI

10.14221/ajte.2016v41n9.4

Abstract

Researchers in the present study planned a reflective teacher education course and documented the contribution of such a course to improving teachers’ reflectivity. Five English teachers took part in the reflective teacher education course designed by the researchers. To record how the course could help improve reflective teaching, researchers asked participants to take part in stimulated recall prior to and after the course and to write reflective journals. Thematic analysis of the stimulated recall interviews and journals showed improvements in teachers’ reflective teaching as a result of attending the reflective course.


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Link to publisher version (DOI)

10.14221/ajte.2016v41n9.4