Facilitators as actors: exploring power, knowledge and subjectivity in a teacher professional development programme

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dc.contributor.authorFernando Bolaños
dc.contributor.authorAlessandra Díaz Sacco
dc.contributor.authorArmando Peri
dc.coverage.spatialBolivia
dc.date.accessioned2026-03-22T19:52:51Z
dc.date.available2026-03-22T19:52:51Z
dc.date.issued2025
dc.identifier.doi10.1080/0305764x.2025.2590448
dc.identifier.urihttps://doi.org/10.1080/0305764x.2025.2590448
dc.identifier.urihttps://andeanlibrary.org/handle/123456789/78674
dc.language.isoen
dc.publisherTaylor & Francis
dc.relation.ispartofCambridge Journal of Education
dc.sourceUniversidad del Desarrollo del Estado de Puebla
dc.subjectPedagogy
dc.subjectSubjectivity
dc.subjectProfessional development
dc.subjectQualitative research
dc.subjectSociology
dc.subjectFaculty development
dc.subjectPsychology
dc.subjectMathematics education
dc.subjectMedical education
dc.subjectTeacher education
dc.titleFacilitators as actors: exploring power, knowledge and subjectivity in a teacher professional development programme
dc.typearticle

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