Teachers’ voices as readers: What teachers say about their reading experiences and its impact on their teaching: A phenomenological case study

dc.creatorLezama, Stacey
dc.date.accessioned2012-07-30T17:52:58Z
dc.date.accessioned2019-08-05T18:02:02Z
dc.date.available2012-07-30T17:52:58Z
dc.date.available2019-08-05T18:02:02Z
dc.date.created2012-07-30T17:52:58Z
dc.date.issued2012-07-30
dc.identifierhttp://hdl.handle.net/2139/13156
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3011495
dc.languageen
dc.subjectTeacher attitudes
dc.subjectCase studies
dc.subjectReading instruction
dc.subjectUrban schools
dc.subjectSecondary school teachers
dc.subjectEnglish teachers
dc.subjectTrinidad and Tobago
dc.titleTeachers’ voices as readers: What teachers say about their reading experiences and its impact on their teaching: A phenomenological case study
dc.typeOther


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