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… One important factor to be considered, regarding teachers’ roles in VLEs in relation to time, space and interactions forms, is the teachers’ response to changing and adapting to promote regulated activities to combine face-to-face teaching … One important factor to be considered, regarding teachers’ roles in VLEs in relation to time, space and interactions forms, is the teachers’ response to changing and adapting to promote regulated activities to combine face-to-face teaching … the integration of VLEs is subjected to some English teachers’ principles in relation to their pedagogical practices and forms of seeing the world. This implies an exploration of teachers’ interests and expectations within and outside teaching to …
… ISSN 0123-5095, Vol. 5, Núm. 25, págs. 37–61, 2019. https://doi.org/10.19053/01235095.v5.n25.2019.10681 Analysis of the forms of argumentation of teachers in training in the context of a socio-scientific issue . Nidia Torres Merchan, José … ISSN 0123-5095, Vol. 5, Núm. 25, págs. 37–61, 2019. https://doi.org/10.19053/01235095.v5.n25.2019.10681 Analysis of the forms of argumentation of teachers in training in the context of a socio-scientific issue . Nidia Torres Merchan, José …
… collectivized users. Literacy scholars (e.g. Lankshear and Knobel, 2006) argue these new practices lead to new types and forms of literacies and new dispositions towards authorship, expertise, and identity. Unlike traditional academic literacies, … collectivized users. Literacy scholars (e.g. Lankshear and Knobel, 2006) argue these new practices lead to new types and forms of literacies and new dispositions towards authorship, expertise, and identity. Unlike traditional academic literacies, … collectivized users. Literacy scholars (e.g. Lankshear and Knobel, 2006) argue these new practices lead to new types and forms of literacies and new dispositions towards authorship, expertise, and identity. Unlike traditional academic literacies, …
… p. 122-123). Instead, these practices and experiences from a decolonizing perspective (De Sousa, 2010a) can address other forms of thinking, doing and understanding the school contexts where students and teachers are seen as transformative agents. … also bear in mind that they are not alone in this stage. Both, their ELCTs and ELUMs play a significant influence in the forms the ELTP is conceived and developed within the school context. Understanding these teachers’ postitionings towards it, … practices, with instructional frameworks and without critical positionings upon our actions. These realities take several forms, considering the fact, that teachers are exposed to these practices because of the demands of language policies in our …