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Journal of Pedagogy, Pluralism and Practice

Publication Date

Spring 2011

Abstract

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.

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