Teachers Researching their Classroom Questions: Reports from Africa

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Kuchah, Kuchah, Salvi, Ana Ines and Salama, Amira, eds. (2022) Teachers Researching their Classroom Questions: Reports from Africa. IATEFL Research Special Interest Group, Faversham. ISBN 978-1-912588-41-1

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Official URL: https://resig.weebly.com/books.html

Abstract

Ana Inés Salvi has co-edited a book of teacher-research accounts from Africa which has just been published and is available both in digital and print forms. Published by IATEFL Research SIG and Africa ELTA from a joint project, Teachers Researching Their Classrooms Questions: Reports from Africa, edited by KuchahNnam Kuchah, Amira Salama & Ana Ines Salvi, (digital) is open access and can be accessed via this link: https://resig.weebly.com/books.html and the direct link to the book is here :https://resig.weebly.com/uploads/2/6/3/6/26368747/teachers_researching_their_classroom_questions_-_reports_from_africa_-_digital.pdf This publication of these teacher-research accounts is the result of a series of events IATEFL ReSIG, in collaboration with IATEFL GiSIG and Africa ELTA jointly organised to promote and mentor teacher research in this context. Further details about the project can be found in the IATEFL ReSIG website at http://resig.weebly.com/resig-gisig-project-with-africa-tesol.html. IATEFL Research SIG has now published 14 books since 2015, most of them reports of teacher-research from around the world. All available here: https://resig.weebly.com/books.html How to cite the book: Kuchah, K., Salama, A. and Salvi, A.I. 2022. Teachers Researching their Classroom Questions: Reports from Africa. Faversham: IATEFL. Digital ISBN 978-1-912588-37-4; Print ISBN 978-1-912588-41-1.

Item Type:	Book
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Related URLs:	https://resig.weebly.com/uploads/2/6/3/6...
Depositing User:	LivePure Connector
Date Deposited:	06 May 2022 09:30
Last Modified:	07 Aug 2022 06:30
URI:	https://ueaeprints.uea.ac.uk/id/eprint/84925
DOI:

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