Teacher education : the situated nature of 'authenticity' in the context of reforming curriculum and assessment practices

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Autoria(s): Moss, Julianne; Godinho, Sally

Data(s)	01/01/2007
Identificador	http://hdl.handle.net/10536/DRO/DU:30034104
Idioma(s)	eng
Publicador	Australian Curriculum Studies Association
Direitos	2008, Australian Curriculum Studies Association
Tipo	Journal Article