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

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2021
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Chile, Core practices, EFL, Practice-based approach, Teacher education, Teacher knowledge
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https://doi.org/10.1177/13621688211054145
 https://journals.sagepub.com/doi/10.1177/13621688211054145
 https://repositorio.uc.cl/handle/11534/62998
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