Primary School Teachers’ Reflective Professional Learning Practice
Bridging the Theory–Practice Divide
Bibliographic Data
| ID | 21571059 |
|---|---|
| Authors | Esayas Teshome Taddese (0000-0001-8988-7311, INTI International University, corresponding author), A Shorouk (0000-0002-2313-1033), Bereket Merkine Gebresilase (0000-0001-9692-1266, Shandong Normal University), Mitiku Tasisa Dinsa (0000-0002-0112-9231, Wolkite University) |
| Year | 2025 |
| Volume | 56 |
| Issue | 3-4 |
| Pages | 191-205 |
| Publication date | 2025-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Interchange (JOURNAL) |
| Journal identifiers | ISSN: 0826-4805 • E-ISSN: 1573-1790 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10780-025-09547-0 |
| OpenAlex | W4413435463 |
| Language | EN |
| References cited | 27 |
Education theory · Higher education · Mathematics education · Pedagogy · Philosophy of education · Political science · Professional development · Reflective Practice · Sociology · Collaborative Teaching and Inclusion · Computer Science · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
Systematic methodological review
Case Study Research
The reflective practitioner
The art of case study research
Promoting Reflective Practice for Professional Development of Teachers through the Lens of College Principals
Why Teacher Job Satisfaction Matters
The impact of mandated collaboration in the workplace
Developing a systemic approach to teacher education in sub-Saharan Africa
Radical student participation
From reflective learning to reflective practice
| Highly cited | No |
|---|