Framing the social dimension of reflection in teacher education through grounded theory and systematic review methodology
IntroductionAlthough peer reflection activities are a frequent choice in teacher education, inconsistencies emerge in existing literature regarding the impact of peer interaction on reflection, the design of peer reflection activities, and the visibility of the social nature of reflection. Consideri...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2025-06-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1521473/full |
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