Abstract
Early models of professional development commonly directed pre-service and practicing teachers to the external environment for guidance and strategies . Subsequent reflective models acknowledged that personal development was an antecedent to professional development but rarely provided specific maps for teachers to follow in this quest. The purpose of this discussion is to offer a paradigm and process through which educators may become more practiced and astute observers of their own thoughts, feelings and behaviors to enhance their personal lives and the quality of their interactions with students .
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Schedule a callMore From: Journal of Educational Thought / Revue de la Pensée Educative
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