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Reflective teaching in Preschool Education

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Παγκόσμια Οργάνωση Προσχολικής Εκπαίδευσης - Ελληνική Επιτροπή (ΟΜΕΡ Ελλάδος)   

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Η αναστοχαστική διδασκαλία στην Προσχολική Εκπαίδευση (EL)
Reflective teaching in Preschool Education (EN)
Μιχαλοπούλου (Katerina Michalopoulou), Κατερίνα
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article (EL)
Peer-reviewed Article (EN)
2007-07-01
Δεν διατίθεται περίληψη. (EL)
Since Donald Schön elaborated, the concept of reflective practice has become so familiar and over-used that its meaning also has become confused. The paper tries to make the terms and frames of references explicit. In particular, the questionnaire distributed to pre-school teachers in the region of Thessaly aimed at investigating the following issues: the views of pre-school teachers regarding the role of communicative ability, talent, subject knowledge and the knowledge of various theories on learning and teaching, the connection between the effectiveness of teaching and the preschool teacher's personality, the children and their level, learning fields, teaching and learning goals and teaching methods, faithful adherence to or deviation from the curriculum, the view according to which the pre-school teacher is also a researcher, the connection between theory and practice. (EN)
Αναστοχαστική διδασκαλία (EL)
Προσχολική Εκπαίδευση (EL)
μοντέλα αποτελεσματικής διδασκαλίας (EL)
Reflective teaching (EN)
models of good teaching (EN)
Preschool Education (EN)
Greek
ΟΜΕP (EL)
1106-5036
2623-3487
Ερευνώντας τον κόσμο του παιδιού; Τόμ. 7 (2007); 59-69 (EL)
Investigating the child’s world; Vol. 7 (2007); 59-69 (EN)
https://creativecommons.org/licenses/by-nc/4.0
Copyright (c) 2018 Investigating the child’s world (EN)
Παγκόσμια Οργάνωση Προσχολικής Εκπαίδευσης - Ελληνική Επιτροπή (ΟΜΕΡ Ελλάδος)
Ερευνώντας τον Κόσμο του Παιδιού
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