Institutional conditions for preparing critically reflective TEFL teachers in the PGDT Program of three Ethiopian universities
This paper assesses the role played by the institutional context in the preparation of critically reflective TEFL teachers in the Postgraduate Diploma in Teaching (PGDT) program of Dilla, Haramaya, and Hawasa Universities, Ethiopia. It examines the extent to which structured opportunities for reflec...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD)
2019-12-01
|
| Series: | African Journal of Teacher Education |
| Subjects: | |
| Online Access: | https://journal.lib.uoguelph.ca/index.php/ajote/article/view/5469 |