Unlicensed EFL Teachers Co-constructing Knowledge and Transforming Curriculum Through Collaborative-Reflective Inquiry
This paper describes a case study research project carried out in a public school in Bogotá, Colombia, with four unlicensed teachers of English as a foreign language. Although the institutional guidelines in the school suggest that teachers should collectively propose changes to shape pedagogical re...
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| Format: | Article |
| Language: | English |
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Universidad Nacional de Colombia
2018-01-01
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| Series: | Profile Issues in Teachers' Professional Development |
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| Online Access: | https://revistas.unal.edu.co/index.php/profile/article/view/62323 |