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Teachers as adult learners: effecting professional development and teacher change in primary Chinese language teaching and learning through variation theory and multi-perspectival reflective dialogue
Citation
Aw, G. P., Tan, K. C., & Lim, K. H. (2020). Teachers as adult learners: effecting professional development and teacher change in primary Chinese language teaching and learning through variation theory and multi-perspectival reflective dialogue (Research Brief Series No. 20-006). National Institute of Education (Singapore). http://hdl.handle.net/10497/22183
Date Issued
2020
Publisher
National Institute of Education (Singapore)
Series
Research Brief Series; 20-006
Description
This brief was based on the project OER 14/16 AGP: Teachers as Adult Learners: Effecting Professional Development and Teacher Change in Primary Chinese Language Teaching and Learning through Variation Theory and Multi-Perspectival Reflective Dialogue.