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The Development of the Digital Teaching Competence from a Sociocultural Approach
The Development of the Digital Teaching Competence from a Sociocultural Approach
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The Development of the Digital Teaching Competence from a Sociocultural Approach

Colás-Bravo, Pilar ; Conde-Jiménez, Jesús ; Reyes-de-Cózar, Salvador

Comunicar (Huelva, Spain), 2019, Vol.27 (61), p.19 [Periódico revisado por pares]

Grupo Comunicar Ediciones

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2
Dialogic discussion as a platform for constructing knowledge: student-teachers’ interaction patterns and strategies in learning to teach English
Dialogic discussion as a platform for constructing knowledge: student-teachers’ interaction patterns and strategies in learning to teach English
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Dialogic discussion as a platform for constructing knowledge: student-teachers’ interaction patterns and strategies in learning to teach English

Zhang, Lawrence Jun ; Zhang, Donglan

Asian-Pacific journal of second and foreign language education, 2020-12, Vol.5 (1), p.1-24, Article 22 [Periódico revisado por pares]

Berlin/Heidelberg: Springer Berlin Heidelberg

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3
Using the ADDIE Model to Nurture the Development of Teachers' CALL Professional Knowledge
Using the ADDIE Model to Nurture the Development of Teachers' CALL Professional Knowledge
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Using the ADDIE Model to Nurture the Development of Teachers' CALL Professional Knowledge

Yeh, Hui-Chin ; Tseng, Sheng-Shiang

Educational Technology ＆ Society, 2019-07, Vol.22 (3), p.88-100 [Periódico revisado por pares]

Palmerston North: International Forum of Educational Technology ＆ Society

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4
Evaluating teacher evaluation
Evaluating teacher evaluation
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Evaluating teacher evaluation

Darling-Hammond, Linda ; Amrein-Beardsley, Audrey ; Haertel, Edward ; Rothstein, Jesse

Phi Delta Kappan, 2012-03, Vol.93 (6), p.8-15

Los Angeles, CA: Phi Delta Kappa International

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5
Surveying In-Service Teachers' Beliefs about Game-Based Learning and Perceptions of Technological Pedagogical and Content Knowledge of Games
Surveying In-Service Teachers' Beliefs about Game-Based Learning and Perceptions of Technological Pedagogical and Content Knowledge of Games
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Surveying In-Service Teachers' Beliefs about Game-Based Learning and Perceptions of Technological Pedagogical and Content Knowledge of Games

Hsu, Chung-Yuan ; Tsai, Meng-Jung ; Chang, Yu-Hsuan ; Liang, Jyh-Chong

Educational Technology ＆ Society, 2017-01, Vol.20 (1), p.134-143 [Periódico revisado por pares]

Palmerston North: International Forum of Educational Technology ＆ Society

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6
Teachers’ roles and identities in student-centered classrooms
Teachers’ roles and identities in student-centered classrooms
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Teachers’ roles and identities in student-centered classrooms

Keiler, Leslie S.

International journal of STEM education, 2018-09, Vol.5 (1), p.34-20, Article 34 [Periódico revisado por pares]

Cham: Springer International Publishing

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7
Critical possibilities for teacher education
Critical possibilities for teacher education
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Critical possibilities for teacher education

Kitts, Hope

Research in Education, 2022-05, Vol.112 (1), p.80-94 [Periódico revisado por pares]

London, England: SAGE Publications

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8
Consequences of personal teaching metaphors for teacher identity and practice
Consequences of personal teaching metaphors for teacher identity and practice
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Consequences of personal teaching metaphors for teacher identity and practice

Erickson, Lynnette B. ; Pinnegar, Stefinee

Teachers and teaching, theory and practice, 2017-01, Vol.23 (1), p.106-122 [Periódico revisado por pares]

Abingdon: Routledge

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9
Maintaining teachers' face in the context of change: results from a study of Vietnamese college lecturers' perceptions of face
Maintaining teachers' face in the context of change: results from a study of Vietnamese college lecturers' perceptions of face
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Maintaining teachers' face in the context of change: results from a study of Vietnamese college lecturers' perceptions of face

Nguyen, Thi Quynh Trang

Teachers and teaching, theory and practice, 2017-01, Vol.23 (1), p.78-90 [Periódico revisado por pares]

Abingdon: Routledge

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10
Teacher accountability and education restructuring: an exploration of teachers' work identities in an urban school for poor in India
Teacher accountability and education restructuring: an exploration of teachers' work identities in an urban school for poor in India
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Teacher accountability and education restructuring: an exploration of teachers' work identities in an urban school for poor in India

Chandran, Meera

International studies in sociology of education, 2022-07, Vol.31 (3), p.305-324 [Periódico revisado por pares]

Abingdon: Routledge

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