Exploring Preservice Teachers’ Perceived Emotions, Professional Accountability, and Action-Taking Dispositions Towards Language Assessment Scenarios

Đã lưu trong:

Chi tiết về thư mục
Xuất bản năm:	Education Sciences vol. 15, no. 1 (2025), p. 74
Tác giả chính:	Claudio Díaz Larenas
Tác giả khác:	Mabel Ortiz Navarrete, Tania Tagle Ochoa, Gómez Paniagua, Juan Fernando, Marcela Quintana Lara, Lucia Ramos Leiva, Rocío Acevedo Rivera
Được phát hành:	MDPI AG
Những chủ đề:	Teaching Pedagogy Students Student teachers English teachers Language proficiency Case studies English language Teacher education English as a second language Foreign language learning Language assessment Emotions Second language teachers Preservice teachers Accountability English as a second language instruction Literacy Professional training Teachers Foreign languages Action Academic achievement Evaluation Affective experiences Emotional responses Preservice training Language Professional development Educational Quality Learning Activities Positive Attitudes Literature Reviews Competence Learning Processes Language Teachers Grading English (Second Language) Assessment Literacy Second Languages Student Evaluation Authors Psychological Patterns Teacher Education Programs Student Participation Educational Assessment Emotional Response Outcomes of Education Professional Education Language Role English Preservice Teacher Education
Truy cập trực tuyến:	Citation/Abstract Full Text Full Text - PDF
Các nhãn:	Thêm thẻ Không có thẻ, Là người đầu tiên thẻ bản ghi này!

Là người đầu tiên ghi lời nhận xét!