The Challenges of Carrying out Research with English Language Teachers in Argentina in 2021

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Fil: Sauer Rosas, Anabella. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Instituto de Investigaciones en Humanidades y Ciencias Sociales (UNLP-CONICET); Argentina.

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Autores principales: Pérez Berbain, Mercedes, Payaslián, Lidia, García, Belén, Sauer Rosas, Anabella, La Porta, Agustina
Formato: Documento de conferencia publishedVersion
Lenguaje:Inglés
Publicado: 2022
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Despite evidence on the benefits of mentoring with beginning teachers (Banegas, in press; Bao, 2021; Chan, 2020; Grassinger et al., 2010; Griffiths et al., 2020; Hobson et al., 2016; Lasater et al., 2021; Malderez, 2018; Mullen, 2021), little is known about the impact of mentoring on experienced teachers. Grounded in sociocultural theory (Johnson, 2006), the purpose of this study is to find out how the mentoring scheme we set up impacted the participating teachers' CPD. We explored the mentoring process from the mentees' point of view, addressed as "teachers" throughout this paper.
Acceso en línea:https://www.memoria.fahce.unlp.edu.ar/trab_eventos/ev.15106/ev.15106.pdf
Aporte de:
Memoria Académica - FaHCE (UNLP) de Universidad Nacional de La Plata

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