The relationship between EFL teachers’ continuing professional development and their self-efficacy: A structural equation modeling approach
Author:
Affiliation:
1. English Department, University of Tehran, Kish International Branch, Kish, Iran
Funder
research
Publisher
Informa UK Limited
Subject
General Psychology
Link
https://www.cogentoa.com/article/10.1080/23311908.2019.1568068.pdf
Reference58 articles.
1. Postmethod Discourse and Practice
2. The Continuing Professional Development of Educators: emerging European issues
3. EFL Teachers’ Perceptions of Continuing Professional Development: A Case of Iranian High School Teachers
4. Developing Principles for Practitioner Research: The Case of Exploratory Practice
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