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AACTE 62nd Annual Meeting

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Journal of Teacher Education
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Positioned Reflective Practice: A Curriculum Discussion

James G. Henderson

The normative concept of positioned re flective practice is introduced by first pro viding a brief interpretive analysis of the relationship between language and meaning. Three discursive achieve ments associated with positioned reflec tive practice are identified and exemplified, and the application of this inquiry approach to preservice teacher education is discussed.

Journal of Teacher Education, Vol. 40, No. 2, 10-14 (1989)
DOI: 10.1177/002248718904000203
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