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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Xehetasun bibliografikoak

Egile Nagusiak:	Tadesse Hirpa, Birhanu Simegn, Dawit Amogne, Meseret Getnet
Formatua:	Artigo
Hizkuntza:	Inglês
Argitaratua:	Taylor & Francis Group 2024-12-01
Saila:	Cogent Education
Gaiak:	Content knowledge pedagogical knowledge pedagogical content knowledge classroom practice EFL teachers Sammy King Fai Hui, The Education University of Hong Kong, Hong Kong
Sarrera elektronikoa:	https://www.tandfonline.com/doi/10.1080/2331186X.2024.2339557
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