Raising teachers’ awareness of technology-enhanced language instruction through teacher education: Insights from Scaffolded dialogues
Inspired from sociocultural theory, the present research is an interpretive and qualitative study of teachers’ beliefs development through participation in scaffolded dialogues in order to raise their awareness of technology-enhanced language instruction longitudinally. In doing so, 20 teachers, who...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2020-01-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/2331186X.2020.1831686 |