Resistance and disidentification in reflective practice with preservice teaching interns

Authors

Michael J. Middleton, University of New Hampshire, Durham
Eleanor Abrams, University of New Hampshire, DurhamFollow
Jayson O. Seaman, University of New Hampshire, DurhamFollow

Abstract

This chapter examines two case studies of student teaching interns to identify contextual factors that may enhance or inhibit their use of self-reflective practices.

Department

Kinesiology

Publication Date

6-21-2011

Journal Title

New Directions in Teaching and Learning

Publisher

Wiley

Digital Object Identifier (DOI)

10.1002/tl.445

Document Type

Article

Recommended Citation

Middleton, M. J., Abrams, E., & Seaman, J. (2011). Resistance and disidentification in reflective practice with preservice teaching interns. New Directions in Teaching and Learning, 126, 67-75. 10.1002/tl.445