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Practical Thinking Styles of Teachers: A Comparative Study of Expert and Novice Thought Processes and Its Implications for Rethinking Teacher Education in Japan

Manabu Sato, Kiyomi Akita and Naoki Iwakawa
Peabody Journal of Education
Vol. 68, No. 4, Japanese Teacher Education, Part 2 (Summer, 1993), pp. 100-110
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/1492623
Page Count: 11
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Practical Thinking Styles of Teachers: A Comparative Study of Expert and Novice Thought Processes and Its Implications for Rethinking Teacher Education in Japan
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