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changing theories and practice
변화의 세 번째 단계는 이론 또는 실제 또는 둘 다를 재구성하는 것이다. 교사들은 매일 매일 실제의 문제해결 전략과 교육적 상호작용을 의식적으로 인식하며 반성의 과정에 종사한다. 이 과정은 전문적 지식을 명확
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exploring early childhood programs. Allyn and Bacon Inc.
Pherson, K. L & Robin, C. C.(1990). Parent education: Does it make a difference? child study Journal 20(4).
Leeper, S. H., Skipper, D. S. & Witherspoon, R. C. (1974), Good Schools for Young Children, Y. Y. : Macmillan Publishing Co. Inc.
Karn
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Exploring Early Childhood Teacher\'s Perceptions and Experiences regarding Children\'s Safety and Safety-Education, 전남대학교 석사학위논문, 정주인, 2018,
5. 김광수 국감 자료…사망사고 발생 어린이집 46곳 중 31곳 \'평가인증\' 받아, 2018,10,18, 매일경제, Ⅰ. 서론
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Early Childhood Association. Inc. ED. 399 053.
Mugny, G., & Doise, W. (1978). Socio-cognitive conflict and structure of individual and collective performance. European Journal of Social Psychology.
Stone, C. A.(1998), The Metaphor of scaffolding: Its utility for field of learning disability, Journa
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Early Childhood Association. Inc. ED. 399 053.
·Mugny, G., & Doise, W. (1978). Socio-cognitive conflict and structure of individual and collective performance. European Journal of Social Psychology.
·Stone, C. A.(1998), The Metaphor of scaffolding: Its utility for field of learning disability, Jour
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-child homeprogram. In M. C. Day & R. K. Parker. The preschool in Action, exploring early childhood programs. Allyn and Bacon Inc.
Pherson, K. L & Robin, C. C.(1990). Parent education: Does it make a difference? child study Journal 20(4).
Leeper, S. H., Skipper, D. S. & Witherspoon, R. C. (1974), G
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early childhood teacher's self efficacy. Positive results were seen in the following five categories: 1) reflective practice and effort through the video-(re)observation; 2) development of professionalism as a teacher through feedback and evaluation; 3) improving self confidence over speech anxiety
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early childhood teacher's self efficacy. Positive results were seen in the following five categories: 1) reflective practice and effort through the video-(re)observation; 2) development of professionalism as a teacher through feedback and evaluation; 3) improving self confidence over speech anxiety
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practice. In J, C, Richards., & D, Nunan. (Eds.), Second language teacher education (pp. 133-152). Cambridge: Cambridge University Press.
Pinar, K.(1999). Introducing new course materials. In C. Kennedy, P. Doyle, & C. Goh (Eds.), Exploring change in English language teaching (pp. 29-37). Oxford: Ma
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