MARC details
| 000 -LEADER |
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| fixed length control field |
01816nam a22002417a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
ZW-GwMSU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20210422091656.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
210422b ||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
MSU |
| Transcribing agency |
MSU |
| Description conventions |
rda |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Nyaumwe.J.Lovemore |
| Relator term |
author |
| 245 10 - TITLE STATEMENT |
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| Title |
A guiding framework for mathematics student teachers' and their peers'post lesson reflections/ |
| Statement of responsibility, etc. |
Created by Nyaumwe.J.Lovemore |
| 264 ## - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Pretoria; |
| Name of producer, publisher, distributor, manufacturer |
Unisa Press and Routledge, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2010. |
| 336 ## - CONTENT TYPE |
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| Source |
rdacontent |
| Content type term |
text |
| Content type code |
txt |
| 337 ## - MEDIA TYPE |
|---|
| Source |
rdamedia |
| Media type term |
unmediated |
| Media type code |
n |
| 338 ## - CARRIER TYPE |
|---|
| Source |
rdacarrier |
| Carrier type term |
volume |
| Carrier type code |
nc |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Africaeducation review |
| Volume/sequential designation |
Volume 7 , number 1 , |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
This paper highlights the design of a framework that can guide student teacher and peer post lesson reflective dialogues. Peers who share comparable theoretical knowledge, dilemmas, concerns and difficulties that student teachers sometimes face during practicum teaching may lack instructional experience to focus their reflective dialogues on pertinent issues that can improve their teaching. To improve their teaching through reflection, student teachers can use the framework to guide their interpretation of teaching actions, learning contexts, and ideal activities that can challenge and extend learner thinking. Two cycles of development research were used in refining the terms and assessing the practicality of the four cyclic stages of the framework. One implication of the framework is that it can improve student teacher instruction through successful implementation of curricula goals that encourage learner reasoning, problem-solving and explorations that can lead to the development of mathematical understanding. |
| 650 4# - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Inclusion |
| 650 4# - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Hearing impairment |
| 650 4# - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Attitudes |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
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| Uniform Resource Identifier |
10.1080/18146627.2010.487358 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Journal Article |