ABSTRACT
In section 1.2 we discuss some aspects of reflection, commenting on the work of Dewey and Schon (sections 1.2.1 and 1.2.2), and suggesting a typology of activities (section 1.2.3).
View of person Behaviour and development determined by:
Parent theory Consistent with LTE as:
1.1 Models of the person and teacher education The four models o f the person2 which underpin different descriptions of human learning have consequences for the objectives, content and process of teacher education because they suggest different models of the teacher: what a teacher is, what s /he knows and how s/he learns. After Roth (1990) we summarise these models as follows.
