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Using Metaphors to Enhance Reflectiveness Among Preservice Teachers.
- Article from:
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JOPERD--The Journal of Physical Education, Recreation &Dance
- Article date:
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January 1, 2001
- Author:
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Copyright informationCOPYRIGHT 2001 American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD). This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan. All inquiries regarding rights should be directed to the Gale Group. (Hide copyright information)
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In recent years, many within physical education teacher education (PETE) have stressed the importance of encouraging preservice teachers to reflect on their teaching (Kirk, 1995; Tsangaridou & O'Sullivan, 1994). Likewise, the necessity of developing reflective practitioners has been highlighted throughout general education staff-development literature (Carr & Kemmis, 1986; Gore, 1987; Hatton & Smith, 1995; Pare, 1993; Schon, 1987; Zeichner, 1987). While there is agreement on the importance of reflective practice, there is considerable debate concerning the most effective ways and the optimal time to develop this reflectiveness (Carr & Kemmis, 1986; Zeichner & Liston, 1987). ...