Evaluation of EFL teachers’ knowledge bases and classroom practice: upper primary schools

AbstractThe study was conducted to assess and evaluate the upper primary English teachers’ status of content knowledge, pedagogical knowledge, pedagogical content knowledge and classroom practice. The factors that affected a classroom practice were explored in three dimensions: the students’ factors...

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Auteurs principaux:	Tadesse Hirpa, Birhanu Simegn, Dawit Amogne, Meseret Getnet
Format:	Artigo
Langue:	Inglês
Publié:	Taylor & Francis Group 2024-12-01
Collection:	Cogent Education
Sujets:	Content knowledge pedagogical knowledge pedagogical content knowledge classroom practice EFL teachers Sammy King Fai Hui, The Education University of Hong Kong, Hong Kong
Accès en ligne:	https://www.tandfonline.com/doi/10.1080/2331186X.2024.2339557
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