EFL High School Teachers’ Continuing Professional Development: The Costa Rican Experience

Author:

García-Castro Verónica,Segura Max Arias

Publisher

Springer International Publishing

Reference41 articles.

1. Abarca, A., & Ramírez, S. (2017). The labor market benefits of bilingualism: The case of Costa Rica. Observatorio del Desarrollo de la Universidad de Costa Rica.

2. Acheson, K., Taylor, J., & Luna, K. (2016). The burnout spiral: The emotion labor of five rural U.S. foreign language teachers. The Modern Language Journal, 100(2), 522–537. https://doi.org/10.1111/modl.12333

3. Akbari, E., Naderi, A., Simons, R.-J., & Pilot, A. (2016). Student engagement and foreign language learning through online social networks. Asian-Pacific Journal of Second and Foreign Language Education, 1(1), 4. https://doi.org/10.1186/s40862-016-0006-7

4. Araya, A., McCook, A., Vargas, C., López, E., Mesa, G., Prieto, M., Mora, M., Ruiz, O., & Ramírez, R. (2021). Modelo Pedagógico COLYPRO [Pedagogical model COLYPRO]. COLYPRO.

5. Asamblea Legislativa. (2008). Creación del Instituto de desarrollo profesional Uladislao Gámez Solano, n.o 8697 [The creation of the CPD Institute under the name of Uladislao Gámez Solano, No 8697]. Asamblea Legislativa. http://www.pgrweb.go.cr/scij/Busqueda/Normativa/Normas/nrm_texto_completo.aspx?param1=NRTC&nValor1=1&nValor2=64758&nValor3=75288&strTipM=TC#:~:text=ART%C3%8DCULO%201.,de%20Educaci%C3%B3n%20P%C3%BAblica%20(MEP).

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