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Peer reviewedZellermayer, Michal – Teaching and Teacher Education, 1990
Results are reported from a longitudinal study of teachers' (N=18) development in writing instruction. Two approaches to writing instruction are contrasted: technical rationality and reflection-in-action. The four-phase action research study was carried out in the context of a one-year in-service training program to prepare writing-teacher…
Descriptors: Action Research, Attitude Change, Data Analysis, Foreign Countries
