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dc.contributor.authorUssher, William (Bill) Grant
dc.date.accessioned2012-03-20T22:41:16Z
dc.date.available2012-03-20T22:41:16Z
dc.date.issued2011
dc.identifier.citationUssher, B. (2011). Now what? First year student teachers' reflective journal writing. Waikato Journal of Education, 16(3), 95-110.en_NZ
dc.identifier.issn1173-6135
dc.identifier.urihttps://hdl.handle.net/10289/6117
dc.description.abstractWith the increasing focus for New Zealand teachers on reflective practice, initial teacher educators must take increasing responsibility in scaffolding students' critical writing, developing reflection skills for working in schools, the teacher registration process and ongoing professional learning. This article reports a study of journal writing practices of a sample of student teachers in their first year of an undergraduate degree at the University of Waikato. Of particular interest in the findings are the sophistication of the students' writing, choice of topic for each entry and the impact of feedback and support provided.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherFaculty of Education, University of Waikatoen_NZ
dc.rights© 2011 Waikato Journal of Education. It is posted here by permission for personal use.en_NZ
dc.subjectreflective practiceen_NZ
dc.subjectinitial teacher educationen_NZ
dc.subjectjournal writingen_NZ
dc.subjectwriting sophisticationen_NZ
dc.subjectfeedbacken_NZ
dc.titleNow what? First year student teachers' reflective journal writing.en_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.15663/wje.v16i3.33
dc.relation.isPartOfWaikato Journal of Educationen_NZ
pubs.begin-page95en_NZ
pubs.elements-id37175
pubs.end-page110en_NZ
pubs.issue3en_NZ
pubs.volume16en_NZ


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