Second Language Preservice Teachers’ Accessing of Background Knowledge and the Role of Context
This qualitative study examined six second language preservice teachers’ active learning processes through exploring their information processing when accessing background knowledge. The study utilized a constructivist view of teacher learning which acknowledges the complexity of real-life learning...
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| Format: | Article |
| Language: | English |
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Columbia University Libraries
2006-12-01
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| Series: | Studies in Applied Linguistics & TESOL |
| Online Access: | https://journals.library.columbia.edu/index.php/SALT/article/view/1543 |