HIGHLIGHTS
SUMMARY
Such an approach takes into account the simultaneity of influences on teacher preparation, including the individual development of teacher candidates (i.e., their knowledge, beliefs, skills, dispositions, and identity), as well as the complex and multi-layered contexts in which future teachers are prepared to implement ESD. Framed by complexity theory, this study presents the development and evaluation of a pre-service teacher competency framework as an emergent structure for implementing ESD in Qatar. The aim of this study was to provide a rich and differentiated interpretation of the kinds of teacher competencies considered . . .
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