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

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dc.contributor.authorBarahona, Malba
dc.contributor.authorDarwin, Stephen
dc.date.accessioned2021-12-02T13:38:16Z
dc.date.available2021-12-02T13:38:16Z
dc.date.issued2021
dc.fechaingreso.objetodigital2024-12-12
dc.fuente.origenSIPA
dc.identifier.doi10.1177/13621688211054145
dc.identifier.urihttps://doi.org/10.1177/13621688211054145
dc.identifier.urihttps://journals.sagepub.com/doi/10.1177/13621688211054145
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/62998
dc.identifier.wosidWOS:000711128600001
dc.information.autorucFacultad de educación ; Barahona, Malba ; 0000-0003-4587-5794 ; 1139416
dc.issue.numeroNo. 6
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final2299
dc.pagina.inicio2276
dc.revistaLanguage Teaching Research
dc.rightsacceso restringido
dc.subjectChile
dc.subjectCore practices
dc.subjectEFL
dc.subjectPractice-based approach
dc.subjectTeacher education
dc.subjectTeacher knowledge
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleExploring tensions in integrating core practices into initial EFL teacher education programs in the Chilean context
dc.typeartículo
dc.volumenVol. 28
sipa.codpersvinculados1139416
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