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Campo DC | Valor | Lengua/Idioma |
---|---|---|
dc.contributor.author | Harfitt, Gary James | |
dc.date.accessioned | 2020-03-03T15:59:36Z | - |
dc.date.available | 2020-03-03T15:59:36Z | - |
dc.date.created | 2012 | |
dc.date.issued | 2012 | |
dc.identifier.issn | 0742-051X | |
dc.identifier.uri | http://132.248.161.133:8080/jspui/handle/123456789/5432 | - |
dc.description.abstract | Class size research suggests that teachers do not vary their teaching strategies when moving from large to smaller classes. This study draws on interviews and classroom observations of three experienced English language teachers working with large and reduced-size classes in Hong Kong secondary schools. Findings from the study point to subtle differences between teachers’ perceptions and their subsequent classroom practice. Implications for professional practice and development are presented. | |
dc.language | en | |
dc.rights | Derechos reservados | |
dc.source | Teaching and Teacher Education, 28(1):132-140 | |
dc.title | An examination of teachers' perceptions and practice when teaching large and reduced-size classes: Do teachers really teach them in the same way? | |
dc.type | Artículo | |
dcterms.bibliographicCitation | Harfitt, Gary James (2012). An examination of teachers' perceptions and practice when teaching large and reduced-size classes: Do teachers really teach them in the same way?. Teaching and Teacher Education, 28(1):132-140. Disponible en: https://ac.els-cdn.com/S0742051X1100103X/1-s2.0-S0742051X1100103X-main.pdf?_tid=986ea8cf-83a7-48d2-b3da-6fab5c368757&acdnat=1543360899_6174ffb544a69251c2fff812a7403678 | |
dc.identifier.sinne | Cuali5 | |
dc.identifier.url | https://ac.els-cdn.com/S0742051X1100103X/1-s2.0-S0742051X1100103X-main.pdf?_tid=986ea8cf-83a7-48d2-b3da-6fab5c368757&acdnat=1543360899_6174ffb544a69251c2fff812a7403678 | |
dc.subject.keywords | Class size reduction | |
dc.subject.keywords | Secundary school | |
dc.subject.keywords | Teacher perceptions | |
dc.subject.keywords | Professional practice | |
dc.subject.keywords | Professional development | |
dc.identifier.doi | https://doi.org/10.1016/j.tate.2011.09.001 | |
Aparece en las colecciones: | Cualitativo |
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