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Teacher identity construction and plurilingual competence: a longitudinal study about language teaching in multilingual contexts

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Teacher identity construction and plurilingual competence: a longitudinal study about language teaching in multilingual contexts

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Palou Sangrà, J.; Tresserras Casals, E. (2015). Teacher identity construction and plurilingual competence: a longitudinal study about language teaching in multilingual contexts. Multidisciplinary Journal for Education, Social and Technological Sciences. 2(1):92-109. doi:10.4995/muse.2015.2225.

Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10251/76849

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Title: Teacher identity construction and plurilingual competence: a longitudinal study about language teaching in multilingual contexts
Author:
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Abstract:
[EN] This article is part of a thesis dissertation focused on cognition and belief systems about prior language learning experience, teacher education and classroom practice. This document examines teacher identity ...[+]
Subjects: Plurilingual competence , Language learning , Self-confrontation , Reflective training
Copyrigths: Reconocimiento - No comercial - Sin obra derivada (by-nc-nd)
Source:
Multidisciplinary Journal for Education, Social and Technological Sciences. (eissn: 2341-2593 )
DOI: 10.4995/muse.2015.2225
Publisher:
Universitat Politècnica de València
Publisher version: https://doi.org/10.4995/muse.2015.2225
Type: Artículo

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