The study of teaching and teacher development has in recent years been undergoing an important transformation. This emphasis has shifted from a focus on the development and use of teaching skills and behaviours, to an attempt to identify relationships between teachers’ knowledge and beliefs in all of their complexity (Freeman & Johnson, 1998).
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Sakui, K., Gaies, S.J. (2003). A Case Study: Beliefs and Metaphors of a Japanese Teacher of English. In: Kalaja, P., Barcelos, A.M.F. (eds) Beliefs about SLA. Educational Linguistics, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-4751-0_7
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DOI: https://doi.org/10.1007/978-1-4020-4751-0_7
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