The Professional Development (PD) Paradox: How Policy Shapes English Teacher Identity and Constrains Authentic Learning in Thailand
Better outcomes in English language learning through improving the quality of teaching is a policy objective in Thailand’s school system. Mandating continuing professional development aims to support the interaction of teachers’ practice, learning, and unique individual strengths and needs in develo...
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| Huvudupphov: | , |
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| Materialtyp: | Artigo |
| Språk: | Inglês |
| Utgiven: |
MDPI AG
2026-01-01
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| Serie: | Education Sciences |
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| Länkar: | https://www.mdpi.com/2227-7102/16/1/117 |
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