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The study investigates the challenges faced by teachers in Tanzania regarding the practice of reflective journaling, despite its introduction in a teacher development course. Findings reveal that difficulties stem from various factors, including the initial presentation of journaling concepts, teachers' perceptions and experiences that influenced their valuation of the practice, and additional obstacles that hindered their ability to engage in meaningful reflection. The interplay of these elements ultimately affected their commitment to sustaining reflective journaling as a tool for professional growth.
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Reflective Practice, Ruth Otienoh
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- Pubblicato
- 2011
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