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This study examines the evolution of reflective practice in a pre-service teacher, Hazel, over nine weeks of classroom observations, highlighting her transition from surface-level observations to deeper critical analysis. It emphasizes the importance of structured reflection in bridging the gap between theory and practice, enhancing pedagogical awareness, and shaping professional identity. The findings suggest that reflective practice is crucial for pre-service teachers to adapt their teaching strategies to

Author

laboratorio.intea

Language

EN