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The present study was motivated by the attempts for a more effective practical training to present the data collected through questionnaires when the experimental application of the e-mentoring model took place to support the students of the University of Thessaly, Department of Early Childhood Education during their last academic year (2014-2015)....
Context in source publication
Context 1
... results indicate the misunderstanding for the role of the reflective teacher among the students. The quantitative data ( figure 9) show that the students reached the model of the reflective teacher (M=3,47) very superficially, while the content analysis proved that only 33/72 managed to reach the model through their comments (e.g., "…I observed the children's interactions, the way they are thinking and I reflected upon them, in order to adjust my teaching practices.." Moreover, they evaluate the diary positively (e.g., "…through the diary we had the chance to reflect…in making our instruction better"). ...
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