Exploring tensions in integrating core practices into initial EFL teacher education programs in the Chilean context

Artículo

Fecha

2021

Registro en:

https://doi.org/10.1177/13621688211054145

https://journals.sagepub.com/doi/10.1177/13621688211054145

https://repositorio.uc.cl/handle/11534/62998

10.1177/13621688211054145

https://repositorioslatinoamericanos.uchile.cl/handle/2250/4435697

Autor

Barahona, Malba

Darwin, Stephen

Institución

Pontificia Universidad Católica de Chile

Materias

Practice-based approach

Teacher education

Teacher knowledge

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