HIGHLIGHTS
- who: Øystein Kvinge from the ‘We need to develop better techniques for discovering and describing how knowledge is implemented and instantiated in practice, and, just as importantly, how the act of doing influences the nature of knowledge itself'(Mishra and Koehler, p., ) The aim of this paper is to outline and discuss a conceptual model designed to analyse, describe and explain how curricular transformation may take place in, st century teacher education programmes. The research context is a study of PowerPoint presentations performed by student teachers in response to compulsory assignments. Using the model of the Learning . . .
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