Reflective teaching as a form of continuous training: tata city as a case study, Morocco
Author:
Affiliation:
1. Applied Language and Culture Studies Lab (ALCS), Faculty of Letters and Humanities, Chouaib Doukkali University, El Jadida, Morocco
2. École Supérieure de l’Education et de la Formation, Ibn Zohr University, Agadir, Morocco
Publisher
Informa UK Limited
Link
https://www.tandfonline.com/doi/pdf/10.1080/14623943.2024.2390704
Reference36 articles.
1. Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education
2. Development of English language teaching reflection inventory
3. The role of gender and teaching experience in reflective thinking among Moroccan EFL teachers
4. Bennett, S. (2016). Benefits and challenges of teacher professional learning in a mathematics intervention study in the early years (JK-Grade 2). University of Toronto (Canada).
5. Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
1.学者识别学者识别
2.学术分析学术分析
3.人才评估人才评估
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