Shadows and light: navigating teachers' time poverty and blended teaching acceptance with social support and job satisfaction in EFL teachers' voyage. [PDF]
BMC PsycholZhou Q, Ma H, Zhu M, Chen H, Gong Q.
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Service quality optimization of online mental health communities: A KANO-IPA model approach. [PDF]
Digit HealthYang H, Li W.
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Positivist or constructivist paradigms in MA TESOL programs: developing a knowledge base for TESOL in Saudi Arabia. [PDF]
Heliyon, 2022 Alzhrani N.
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Revisiting English as a foreign language teachers' professional identity and commitment in social media-focused professional development. [PDF]
Front Psychol, 2022 Ping W.
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Self-Efficacy and Emotion Regulation as Predictors of Teacher Burnout Among English as a Foreign Language Teachers: A Structural Equation Modeling Approach. [PDF]
Front Psychol, 2022 Bing H, Sadjadi B, Afzali M, Fathi J.
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EFL teachers’ professional subjectivities in times of inclusion
, 2017 The present study framed within the qualitative research paradigm has the purpose to give voice to english teachers that have taught a foreign language to students with disabilities. The participants of the study shared their narratives collected through a professional history time line and two narrative interviews.
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Leave or stay? A narrative inquiry of tensions in novice English teachers' professional identity construction at China's private universities. [PDF]
Front PsycholZhang X.
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Exploring an EAP writing teacher's adaptive expertise and adaptive teaching practices from a CDST perspective. [PDF]
Front Psychol, 2022 Xiang X, Chang P, Yu B.
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Professional Development of the EFL Teacher: A Futuristic Perspective [PDF]
دراسات عربیة فی التربیة وعلم النفس, 2017 openaire +1 more source
Layered Injustices: Mapping Everyday Discrimination in Nursing Education through an Intersectional Lens. [PDF]
Can J Nurs ResVan Bewer V, Mekonnen A, Kramer M.
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