Can Teacher Case Study Research be Participatory? Critical Reflections on the Approach Adopted for an English Language Teacher Expertise Study in India (2022)
Attributed to:
Eight expert Indian teachers of English: A participatory comparative case study of teacher expertise in the Global South
funded by
ESRC
Abstract
No abstract provided
Bibliographic Information
Digital Object Identifier: http://dx.doi.org/10.1002/tesq.3183
Publication URI: http://dx.doi.org/10.1002/tesq.3183
Type: Journal Article/Review
Parent Publication: TESOL Quarterly
Issue: 1