轻信
发表于 2025-3-25 03:23:37
http://reply.papertrans.cn/25/2401/240034/240034_21.png
烦忧
发表于 2025-3-25 08:20:18
http://reply.papertrans.cn/25/2401/240034/240034_22.png
整顿
发表于 2025-3-25 12:28:59
Transformations,I first define the notion of transformation used in this study. I then illustrate the transformative processes which individual CLEAR scholars underwent during and after their participation in the program. Also, I describe the experiences of the instructors in relation to reflexive and critical teac
PATRI
发表于 2025-3-25 19:10:10
Conclusion: Close Encounters of the Third Space Kind, education programs and university-level courses continue to grapple with diversity issues for preservice teachers’ growth, they must incorporate social identity and academic literacies of prospective teachers into their curriculum and instruction that can lead teachers early in their career to view
进入
发表于 2025-3-26 00:03:02
http://reply.papertrans.cn/25/2401/240034/240034_25.png
反叛者
发表于 2025-3-26 03:34:37
Führer und Geführte. Werner Koflers Film nt during and after their participation in the program. Also, I describe the experiences of the instructors in relation to reflexive and critical teaching practices as a result of interaction with the CLEAR students. Finally, I conclude with the possibilities of transformation for bilingual preservice teachers as a lifelong journey.
Scintigraphy
发表于 2025-3-26 07:51:56
Situated Learning in Seminars from a Community of Practice Perspective,enges, and struggles within the community of practice created in the bilingual teacher education program, this chapter demonstrates how critical theory of literacy learning and social identity can contribute to CoP theory building.
卡死偷电
发表于 2025-3-26 09:39:23
http://reply.papertrans.cn/25/2401/240034/240034_28.png
itinerary
发表于 2025-3-26 15:53:31
http://reply.papertrans.cn/25/2401/240034/240034_29.png
COUCH
发表于 2025-3-26 19:52:39
Unwirtlichkeit und Zerrissenheitenges, and struggles within the community of practice created in the bilingual teacher education program, this chapter demonstrates how critical theory of literacy learning and social identity can contribute to CoP theory building.