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

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dc.contributor.authorBarahona, Malba
dc.contributor.authorDarwin, Stephen
dc.date.accessioned2021-12-02T13:38:16Z
dc.date.available2021-12-02T13:38:16Z
dc.date.issued2021
dc.fuente.origenSIPA
dc.identifier.doi10.1177/13621688211054145
dc.identifier.urihttps://doi.org/10.1177/13621688211054145
dc.identifier.urihttps://journals.sagepub.com/doi/10.1177/13621688211054145
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/62998
dc.information.autorucFacultad de educación ; Barahona, Malba ; 0000-0003-4587-5794 ; 1139416
dc.language.isoen
dc.pagina.final24
dc.pagina.inicio1
dc.revistaLanguage Teaching Research
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
sipa.codpersvinculados1139416
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