Titlebook: Reflective Practice in ESL Teacher Development Groups; From Practices to Pr Thomas S. C. Farrell Book 2013 Palgrave Macmillan, a division o

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書目名稱Reflective Practice in ESL Teacher Development Groups影響因子(影響力)




書目名稱Reflective Practice in ESL Teacher Development Groups影響因子(影響力)學科排名




書目名稱Reflective Practice in ESL Teacher Development Groups網(wǎng)絡(luò)公開度




書目名稱Reflective Practice in ESL Teacher Development Groups網(wǎng)絡(luò)公開度學科排名




書目名稱Reflective Practice in ESL Teacher Development Groups被引頻次




書目名稱Reflective Practice in ESL Teacher Development Groups被引頻次學科排名




書目名稱Reflective Practice in ESL Teacher Development Groups年度引用




書目名稱Reflective Practice in ESL Teacher Development Groups年度引用學科排名




書目名稱Reflective Practice in ESL Teacher Development Groups讀者反饋




書目名稱Reflective Practice in ESL Teacher Development Groups讀者反饋學科排名

遵循的規(guī)范

中子

Cuisine

Desert

Overview: Reflective Practice in ESL Teacher Development Groups discusses the concept of reflective practice in ESL teachers using data from a 3-year collaborative partnership in which three ESL teachers in Canada explored their professional development through reflective practice.978-1-349-33232-8978-1-137-31719-3

Pessary

Indigence

Professional Development,art of (the usually mandated) professional development they are required to do at certain point in their careers. One of the reasons for the negative feelings that teachers experience with some professional development courses is because they have usually been mandated by the administration and the

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亞麻制品

muscle-fibers

Reflection through Writing,w and can thus assist them in gaining a deeper understanding of their work (Farrell, 2004). In addition, teaching journals can be used as a way to explore the origins and implications of a teacher’s beliefs about language teaching (and learning), and as a way of documenting a teacher’s classroom pra