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Can Teacher Case Study Research be Participatory? Critical Reflections on the Approach Adopted for an English Language Teacher Expertise Study in India (2022)

First Author: Anderson J

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