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The theme of teacher as reflective prac titioner has become an important rally ing point in current efforts to reform teaching. Wildman and Niles discuss the rhetoric of reform and balance it against the realities of promoting teacher reflec tion. The authors caution that reform ef forts will fail if crucial conditions for reflection are disregarded.
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Papers that cite the same references — the relational fallback while embeddings are still backfilling.
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