Poetry as Provocation for Intentional Teaching
Vol: 4, Issue: 3, Page: 88
2011
- 232Usage
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Usage232
- Downloads208
- Abstract Views24
Article Description
The experience of helping education students reflect on how their backgrounds may influence their teaching is examined. Becoming an intentional teacher is described as requiring knowledge of self as well as human development, content and pedagogy. A poetry exercise helps preservice teachers discover their own “ghosts” of educational experiences, thereby allowing them to have more intentional collaboration with children or adolescents towards joint goals in the learning process.
Bibliographic Details
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