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Download full textOng'ondo, Charles Ochieng' – Journal of Education and Practice, 2017
In this paper, I argue that when teacher education (TE) only aims at student teachers' mastery of procedural knowledge, the envisaged intellectual development that teachers need so that they can, in turn, facilitate similar development in their learners cannot be realized. My argument is based on a study I conducted in Kenya, in which I…
Descriptors: Practicums, English (Second Language), Second Language Instruction, Language Teachers
