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Publisher: Routledge, part of the Taylor & Francis Group

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Volume 14, Number 3, 1 June 2013

Facilitating reflective practice groups in clinical psychology training: a phenomenological study
pp. 305-318(14)
Authors: Binks, Claire; Jones, Fergal W.; Knight, Katherine

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A river runs through it: enhancing learning via emotional connectedness. Can problem-based learning facilitate this?
pp. 348-359(12)
Authors: Keville, Saskia; Davenport, Becci; Adlington, Becky; Davidson-Olsson, Isis; Cornish, Michael; Parkinson, Andrew; Conlan, Louise-Margaret

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Becoming a reflective environmental educator: students’ insights on the benefits of reflective practice
pp. 368-380(13)
Authors: Ferreira, Jo-Anne; Keliher, Vicki; Blomfield, Jessica

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Early childhood educators’ reflections on teaching practices: the role of gender and culture
pp. 381-391(11)
Authors: Dewar, Brandy A.; Servos, Jennifer E.; Bosacki, Sandra L.; Coplan, Robert

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Critically reflective practitioners: exploring our intentions as teacher educators
pp. 392-405(14)
Authors: McHatton, Patricia Alvarez; Parker, Audra K.; Vallice, Roseanne K.

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‘I’ve let myself get tired’ – one teacher’s self-reflection process in a peer group
pp. 406-419(14)
Authors: Kaunisto, Saara-Leena; Estola, Eila; Leiman, Mikael

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Reflecting others and own practice: an analysis of novice teachers’ reflection skills
pp. 420-434(15)
Authors: Poom-Valickis, Katrin; Mathews, Samuel

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