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Prospective Teachers as Reflective Practitioners

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dc.contributor.authorGökhan Öztürk
dc.contributor.authorÖZTÜRK, GÖKHAN
dc.contributor.orcid0000-0001-5621-3820
dc.date.accessioned2025-11-13T22:31:32Z
dc.date.issued2017-08-11
dc.identifier.doihttps://doi.org/10.4018/978-1-5225-2963-7.ch007
dc.identifier.endpage147
dc.identifier.issn2327-6983
dc.identifier.openalexW2744393068
dc.identifier.startpage134
dc.identifier.urihttps://hdl.handle.net/11421/14453
dc.identifier.urihttps://doi.org/10.4018/978-1-5225-2963-7.ch007
dc.language.isoen
dc.relation.ispartofAdvances in higher education and professional development book series
dc.rightsrestrictedAccess
dc.subjectPracticum
dc.subjectTurkish
dc.subjectReflective practice
dc.subjectPsychology
dc.subjectPerception
dc.subjectContext (archaeology)
dc.subjectQualitative research
dc.subjectMedical education
dc.subjectClass (philosophy)
dc.subjectTeacher education
dc.subjectPedagogy
dc.subjectQualitative property
dc.subjectMedicine
dc.subjectComputer science
dc.subjectSociology
dc.subject.sdg4
dc.titleProspective Teachers as Reflective Practitioners
dc.typebook-chapter
dspace.entity.typePublication
local.authorid.openalexA5033763226

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