{"title":"通过情境角色扮演、视频和场景证据实施基于过程的反思性教师培训课程及其对英语教师候选人的关爱和反思实践感知的影响","authors":"Masoomeh Estaji, Azadeh Haji-karim","doi":"10.1080/14623943.2024.2384122","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Implementing a process-based reflective teacher training course through situational role play, video, and scenario evidence and its effects on EFL teacher candidates’ perceptions of caring and reflective practices\",\"authors\":\"Masoomeh Estaji, Azadeh Haji-karim\",\"doi\":\"10.1080/14623943.2024.2384122\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":51594,\"journal\":{\"name\":\"Reflective Practice\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2024-07-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Reflective Practice\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/14623943.2024.2384122\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Reflective Practice","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/14623943.2024.2384122","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Implementing a process-based reflective teacher training course through situational role play, video, and scenario evidence and its effects on EFL teacher candidates’ perceptions of caring and reflective practices