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Работы, на которые ссылается эта работа

Работ: 72

Работа: ‘My English seems not enough’: moving from language deficit views to Kazakhstani CLIL (content and language integrated learning) teachers’ funds of knowledge

  1. Knowledge and Teaching:Foundations of the New Reform

    Lee S. Shulman

    Статья1987Цитирований: 8
    ABI

  2. Those Who Understand: Knowledge Growth in Teaching

    Lee S. Shulman

    Статья1986Цитирований: 5
    ABI

  3. ‘I can easily switch to the Kazakh language, also to the Russian language’: reimagining Kazakhstani CLIL implementation as a third space

    Michelle Bedeker, Assylzhan Ospanbek, Marius Simons +2

    Статья2023Цитирований: 4
    ABI

  4. The location of culture with a new preface by the author

    Homi Κ. Bhabha

    Книга2004Цитирований: 3
    ABI

  5. Educational reform and teachers’ agency in reconstructing pedagogical practices in Kazakhstan

    Natallia Yakavets, Liz Winter, Kathy Malone +2

    Статья2022Цитирований: 3
    ABI

  6. The Idea of Justice1

    Amartya Sen

    Статья2008Цитирований: 2
    ABI

  7. Wellbeing, Freedom and Social Justice

    Ingrid Robeyns

    Книга2017Цитирований: 2
    ABI

  8. Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development

    Jennifer Fereday, Eimear Muir‐Cochrane

    Статья2006Цитирований: 2
    ABI

  9. ‘Soviet’ in teachers’ memories and professional beliefs in Kazakhstan: points for reflection for reformers, international consultants and practitioners

    Olena Fimyar, Kairat Kurakbayev

    Статья2015Цитирований: 2
    ABI

  10. Singapore's language policy and its globalised concept of Bi(tri)lingualism

    Siew Kheng Catherine Chua

    Статья2010Цитирований: 2
    ABI

  11. Reconceptualizing and describing teachers’ knowledge of language for content and language integrated learning (CLIL)

    Tom Morton

    Статья2017Цитирований: 2
    ABI

  12. Unraveling Universalist Perspectives on Teaching and Caring for Infants and Toddlers: Finding Authenticity in Diverse Funds of Knowledge

    Susan L. Recchia, Seung Eun McDevitt

    Статья2017Цитирований: 2
    ABI

  13. Becoming a <i>“language-aware”</i> content teacher

    Peichang He, Angel M. Y. Lin

    Статья2018Цитирований: 2
    ABI

  14. Entangled Discourses

    Caroline Kerfoot, Kenneth Hyltenstam

    Книга2017Цитирований: 2
    ABI

  15. When ‘best practice’ meets the pedagogical nexus: recontextualisation, reframing and resilience

    Michele Schweisfurth, Julian Elliott

    Статья2019Цитирований: 2
    ABI

  16. Preparing Teachers in a Pedagogy of Third Space: A Postcolonial Approach to Contextual and Sustainable Early Childhood Teacher Education

    Amita Gupta

    Статья2020Цитирований: 2
    ABI

  17. Applying Thematic Analysis to Education: A Hybrid Approach to Interpreting Data in Practitioner Research

    Wen Xu, Katina Zammit

    Статья2020Цитирований: 2
    ABI

  18. Understanding Trilingual Education Reform in Kazakhstan: Why Is It Stalled?

    Laura Karabassova

    Глава2020Цитирований: 2
    ABI

  19. Teacher Educators’ Funds of Knowledge for the Preparation of Future Teachers

    Darío Luis Banegas

    Статья2020Цитирований: 2
    ABI

  20. Language Awareness and Teacher Development

    Stephen Andrews, Angel M. Y. Lin

    Глава2017Цитирований: 2
    ABI

  21. Creating Capabilities

    Martha C. Nussbaum

    Книга2011Цитирований: 2
    ABI

  22. Без названия

    ДругоеЦитирований: 2
    ABI

  23. Без названия

    ДругоеЦитирований: 1
    ABI

  24. Без названия

    ДругоеЦитирований: 1
    ABI

  25. Без названия

    ДругоеЦитирований: 1
    ABI