págs. 146-151
The dilemma of being English language teachers: Interpreting teachers’ motivation to teach, and professional commitment in China’s hinterland regions
págs. 152-168
Teacher learning in the workplace: A study of the relationship between a novice EFL teacher’s classroom practices and cognition development
págs. 169-186
págs. 187-204
Task-based learning and teaching in China: Secondary school teachers’ beliefs and practices
págs. 205-221
págs. 222-241
Becoming researchers: A narrative study of Chinese university EFL teachers’ research practice and their professional identity construction
págs. 242-259
págs. 260-263
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