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dc.contributor.authorRossouw, Daneel
dc.date.accessioned2017-08-22T08:39:48Z
dc.date.available2017-08-22T08:39:48Z
dc.date.issued2009
dc.identifier.citationRossouw, D. (2009). Reflective thinking among a selected sample of South African educators: a qualitative study. Acta Academica, 41(1), 232-254.en_ZA
dc.identifier.issn0587-2405 (print)
dc.identifier.issn2415-0479 (online)
dc.identifier.urihttp://hdl.handle.net/11660/6615
dc.description.abstractEnglish: This article investigates how South African educators understand and practise reflective thinking, and whether they receive adequate training in reflective thinking during their in-service training. A literature study established a conceptual framework on reflective thinking, and an empirical investigation explored the experiences of a small sample of educators.en_ZA
dc.description.abstractAfrikaans: Hierdie artikel ondersoek die wyse waarop Suid-Afrikaanse opvoeders reflektiewe of besinnende denke verstaan en beoefen, asook die vraag of hulle gedurende hul indiensopleiding toereikende opleiding in besinnende denke ontvang. ’n Konseptuele raamwerk met betrekking tot besinnende denke is aan die hand van ’n literatuurstudie saamgestel, terwyl die ervaring van ’n klein steekproef van opvoeders empiries ondersoek is.af
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectEducatorsen_ZA
dc.subjectSouth African educatorsen_ZA
dc.subjectReflective thinkingen_ZA
dc.subjectIn-service trainingen_ZA
dc.titleReflective thinking among a selected sample of South African educators: a qualitative studyen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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