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

dc.creatorBarahona, Malba
dc.creatorDarwin, Stephen
dc.date.accessioned2021-12-02T13:38:16Z
dc.date.accessioned2022-10-17T19:39:10Z
dc.date.available2021-12-02T13:38:16Z
dc.date.available2022-10-17T19:39:10Z
dc.date.created2021-12-02T13:38:16Z
dc.date.issued2021
dc.identifierhttps://doi.org/10.1177/13621688211054145
dc.identifierhttps://journals.sagepub.com/doi/10.1177/13621688211054145
dc.identifierhttps://repositorio.uc.cl/handle/11534/62998
dc.identifier10.1177/13621688211054145
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/4435697
dc.languageen
dc.subjectChile
dc.subjectCore practices
dc.subjectEFL
dc.subjectPractice-based approach
dc.subjectTeacher education
dc.subjectTeacher knowledge
dc.titleExploring tensions in integrating core practices into initial EFL teacher education programs in the Chilean context
dc.typeArtículo


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