Process-oriented psychology and its relevance for education: a case study aimed at the facilitation of teacher awareness

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dc.contributor.authorHassall, Stephanie Elise
dc.date.accessioned2014-04-07T11:53:27Z
dc.date.available2014-04-07T11:53:27Z
dc.date.issued2014-04-07
dc.descriptionThesis (M.Ed.)--University of the Witwatersrand, Faculty of Education, 1999.en_ZA
dc.identifier.urihttp://hdl.handle.net10539/14526
dc.language.isoenen_ZA
dc.subjectprocess oriented psychologyen_ZA
dc.subjectsystems theoryen_ZA
dc.subjectreflective practiceen_ZA
dc.subjectquantum physicsen_ZA
dc.subjectMindellen_ZA
dc.subjectschool interventionen_ZA
dc.subjectdialectical thinkingen_ZA
dc.titleProcess-oriented psychology and its relevance for education: a case study aimed at the facilitation of teacher awarenessen_ZA
dc.typeThesisen_ZA
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