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u
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n
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th
e
m
e
s.
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g
s
sh
o
we
d
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h
a
t
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o
n
c
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ti
o
n
s
c
o
n
v
e
rg
e
d
i
n
t
o
si
x
c
a
teg
o
ries
tea
c
h
in
g
i
n
tern
sh
i
p
a
s
:
1
)
A
n
e
n
d
les
s
lea
rn
in
g
v
e
n
tu
re
;
2
)
A
re
wa
rd
in
g
o
b
sta
c
le
to
su
rp
a
ss
;
3
)
A
c
h
a
n
c
e
to
b
e
a
su
rro
g
a
te
p
a
re
n
t
;
4
)
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e
n
h
a
n
c
e
m
e
n
t
o
f
p
e
d
a
g
o
g
ica
l
c
o
m
p
e
ten
c
e
;
5
)
An
imm
e
rsio
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in
th
e
a
c
tu
a
l
wo
r
k
p
lac
e
;
a
n
d
6
)
An
u
l
ti
m
a
te
p
a
t
h
t
o
wa
rd
s
b
e
c
o
m
in
g
a
tea
c
h
e
r.
M
e
tap
h
o
rs
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se
d
b
y
t
h
e
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a
rt
icip
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n
ts
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re
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m
i
x
o
f
p
o
siti
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a
n
d
n
e
g
a
ti
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e
sy
m
b
o
li
sm
s.
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st
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d
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o
ffe
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e
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rip
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io
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stit
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a
m
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Ed
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4
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0
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K
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d
s
:
Me
tap
h
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ic
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ag
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Ph
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p
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es
Pro
s
p
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Qu
alitativ
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r
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T
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h
ip
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s
a
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c
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ss
a
rticle
u
n
d
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e
CC B
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li
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se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Dan
ilo
V.
R
o
g
ay
an
J
r
.
C
o
lleg
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o
f
T
ea
ch
er
E
d
u
ca
tio
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Pre
s
id
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t Ram
o
n
Ma
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s
ay
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ay
State
Un
iv
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s
ity
Nag
b
u
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,
San
Ma
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2
2
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,
Ph
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an
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@
p
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p
h
1.
I
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RO
D
UCT
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O
N
T
ea
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in
g
i
n
ter
n
s
h
ip
is
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ase
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d
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ca
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p
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ll
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tag
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p
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s
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tr
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with
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ce
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ter
ed
in
s
tr
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ctio
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d
im
m
er
s
ed
in
t
h
e
ac
tu
al
class
r
o
o
m
ex
p
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ien
ce
to
b
ec
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m
e
eq
u
ip
p
ed
an
d
q
u
alif
ied
teac
h
er
s
in
th
e
co
u
n
tr
y
.
T
o
b
etter
u
n
d
er
s
tan
d
th
e
v
iews
o
f
s
tu
d
e
n
ts
on
teac
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in
g
in
te
r
n
s
h
ip
,
m
eta
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h
o
r
s
co
u
ld
b
e
u
s
ed
.
Me
tap
h
o
r
s
ar
e
r
ec
o
g
n
ized
f
o
r
th
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c
r
itical
in
p
u
t
in
r
ec
o
g
n
i
zin
g
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u
n
d
er
s
tan
d
in
g
an
d
ar
tic
u
latin
g
ex
p
er
ien
ce
s
[
1
]
.
T
h
ese
h
av
e
also
b
ee
n
u
s
ed
as to
o
ls
f
o
r
r
esear
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an
d
e
v
en
as in
s
tr
u
m
en
ts
f
o
r
teac
h
i
n
g
[
2
]
.
Stu
d
ies
o
n
teac
h
in
g
in
ter
n
s
h
i
p
h
av
e
b
ee
n
ex
ten
s
iv
ely
d
o
n
e
ar
o
u
n
d
th
e
wo
r
ld
.
Pre
v
io
u
s
liter
atu
r
e
ex
p
lo
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ed
s
o
m
e
asp
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ts
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teac
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ce
m
en
t
[
3
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-
[
1
3
]
.
T
h
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esear
ch
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h
av
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ex
p
licit
ly
co
n
ce
n
tr
ated
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n
s
h
ip
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f
r
o
m
p
r
ac
ticu
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ex
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to
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s
m
en
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d
its
s
tr
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th
s
an
d
wea
k
n
ess
es.
R
esear
ch
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in
teac
h
er
ed
u
ca
tio
n
in
th
e
Ph
ilip
p
in
es,
h
o
wev
er
,
m
ain
ly
f
o
c
u
s
ed
o
n
p
r
o
s
p
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tiv
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teac
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s
’
(
PTs)
teac
h
in
g
v
iew
s
an
d
d
r
iv
e
[
1
4
]
,
[
1
5
]
,
b
eg
i
n
n
in
g
teac
h
er
s
’
n
o
tio
n
o
f
p
e
d
ag
o
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c
o
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p
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ce
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
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8
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2
2
Tea
ch
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tern
s
h
ip
fr
o
m
th
e
meta
p
h
o
r
ica
l le
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s
o
f F
ilip
in
o
p
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p
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tive
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(
Da
n
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V
.
R
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[
1
6
]
,
teac
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s
’
co
n
ce
p
tio
n
s
o
f
g
o
o
d
an
d
ef
f
ec
tiv
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teac
h
in
g
[
1
7
]
,
[
1
8
]
,
an
d
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g
t
ea
ch
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s
’
wh
y
s
an
d
wh
er
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o
r
es
f
o
r
teac
h
in
g
[
1
9
]
.
I
n
ter
m
s
o
f
teac
h
in
g
in
ter
n
s
h
ip
,
p
r
ev
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u
s
s
tu
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ies
h
av
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f
o
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u
s
ed
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ain
ly
o
n
t
h
e
s
tu
d
en
t
ex
p
e
r
ien
ce
s
in
th
eir
p
r
ac
ticu
m
[
2
0
]
,
[
2
1
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,
th
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ass
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en
t
o
f
th
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p
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s
er
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te
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ain
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g
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ter
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s
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ip
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am
[
2
2
]
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2
4
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,
p
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s
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ip
s
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cc
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s
s
o
f
p
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s
[
2
5
]
,
a
n
d
t
h
e
liv
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ex
p
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ien
ce
s
o
f
teac
h
er
in
te
r
n
s
d
u
r
in
g
p
r
ac
tice
teac
h
in
g
[
2
6
]
.
Stu
d
ies
o
n
ex
p
lo
r
in
g
th
e
co
n
ce
p
tio
n
s
an
d
p
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s
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o
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eg
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ter
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s
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ip
h
av
e
n
o
t
b
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o
r
o
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g
h
ly
ca
r
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ied
o
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M
o
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p
u
b
lis
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ed
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h
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ad
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o
f
m
etap
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o
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s
p
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if
ically
in
th
e
Ph
ilip
p
in
e
co
n
tex
t
is
v
er
y
lim
ited
.
C
ar
illo
[
2
7
]
co
n
d
u
cted
a
s
tu
d
y
o
n
Fil
ip
in
o
PTs’
p
r
ec
o
n
ce
p
tio
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s
o
f
teac
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o
les
th
r
o
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g
h
a
m
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ical
p
er
s
p
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tiv
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An
o
th
er
s
tu
d
y
m
etap
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o
r
ically
a
n
aly
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d
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
m
ath
em
a
tical
o
p
er
atio
n
s
[
2
8
]
.
Ho
wev
e
r
,
th
e
p
r
esen
t
s
tu
d
y
f
o
cu
s
ed
its
lin
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o
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in
q
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ir
y
in
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x
p
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p
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r
s
'
co
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ce
p
tio
n
s
r
eg
a
r
d
in
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th
ei
r
o
f
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-
ca
m
p
u
s
teac
h
in
g
in
ter
n
s
h
ip
th
r
o
u
g
h
a
m
etap
h
o
r
ical
p
er
s
p
ec
tiv
e.
L
ak
o
f
f
a
n
d
J
o
h
n
s
o
n
[
2
9
]
r
eiter
ated
m
etap
h
o
r
s
'
s
ig
n
if
ican
ce
in
co
m
m
u
n
icatin
g
p
h
en
o
m
en
o
lo
g
ical
r
ea
liti
es,
a
cc
en
tu
atin
g
h
o
w
p
e
r
s
o
n
al
n
o
tio
n
s
a
n
d
v
iews
ar
e
g
en
e
r
ally
f
r
am
ed
b
ased
o
n
th
ei
r
r
esem
b
lan
ce
s
o
r
d
if
f
er
en
ce
s
.
Pro
p
e
n
s
ities
to
o
p
er
atio
n
alize
co
n
c
ep
ts
an
d
to
th
eo
r
ize
ab
o
u
t
th
i
n
g
s
co
n
s
is
ten
t
with
e
x
is
tin
g
m
etap
h
o
r
s
h
av
e
also
b
ee
n
n
o
te
d
,
em
p
h
asizin
g
“
h
o
w
m
etap
h
o
r
s
s
er
v
e
as
b
lu
ep
r
in
ts
o
f
th
in
k
in
g
”
[
3
0
]
.
T
h
u
s
,
t
h
is
q
u
alitativ
e
i
n
q
u
ir
y
i
n
ten
d
ed
to
lo
o
k
in
t
o
PTs’
co
n
ce
p
tio
n
s
o
n
teac
h
in
g
in
ter
n
s
h
i
p
,
f
r
a
m
ed
th
r
o
u
g
h
a
m
etap
h
o
r
ical
len
s
.
An
e
x
am
in
atio
n
o
f
p
r
o
s
p
ec
t
iv
e
teac
h
er
s
’
co
n
ce
p
tio
n
s
o
f
teac
h
in
g
i
n
ter
n
s
h
ip
b
ec
o
m
e
s
a
v
alu
ab
le
e
n
d
ea
v
o
r
wh
en
u
n
d
er
s
to
o
d
,
co
n
s
id
er
i
n
g
th
at
th
e
cu
r
r
en
t
p
r
e
-
s
er
v
ice
teac
h
er
s
ar
e
th
e
f
u
tu
r
e
ed
u
ca
to
r
s
wh
o
will
b
e
p
ar
t
o
f
th
e
e
d
u
ca
tio
n
al
o
r
g
a
n
i
za
tio
n
s
[
3
1
]
.
Sp
ec
i
f
ically
,
th
is
s
tu
d
y
s
o
u
g
h
t
t
o
:
1
)
I
d
en
tify
th
e
m
etap
h
o
r
s
u
s
ed
b
y
teac
h
er
ed
u
ca
tio
n
s
tu
d
e
n
ts
to
d
escr
ib
e
teac
h
in
g
in
ter
n
s
h
ip
;
2
)
C
ateg
o
r
ize
th
ese
m
etap
h
o
r
s
b
ased
o
n
ess
en
tial
th
em
es
an
d
p
atter
n
s
;
an
d
3
)
Fo
r
m
u
late
im
p
licatio
n
s
o
f
th
ese
co
n
ce
p
tio
n
s
co
n
ce
r
n
in
g
a
m
o
r
e
r
elev
a
n
t a
n
d
r
esp
o
n
s
iv
e
teac
h
i
n
g
in
ter
n
s
h
ip
p
r
o
g
r
am
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Resea
rc
h desi
g
n
T
h
is
q
u
alitativ
e
s
tu
d
y
ex
p
lo
r
e
d
th
e
p
re
-
s
er
v
ice
teac
h
er
s
'
p
er
s
p
ec
tiv
es
an
d
co
n
ce
p
tio
n
s
th
r
o
u
g
h
th
eir
wr
itten
ex
p
lan
atio
n
s
a
n
d
n
a
r
r
ativ
es
u
s
in
g
a
m
etap
h
o
r
ica
l
len
s
.
I
n
itiated
b
y
L
ak
o
f
f
an
d
J
o
h
n
s
o
n
[
29]
,
m
etap
h
o
r
s
ar
e
lim
ited
to
th
e
c
o
g
n
itiv
e
co
n
f
ig
u
r
in
g
o
f
k
n
o
wl
ed
g
e
an
d
ex
p
e
r
ien
ce
.
2
.
2
.
Resea
rc
h pa
rt
icipa
nts a
nd
s
et
t
ing
T
h
e
s
tu
d
y
p
u
r
p
o
s
iv
ely
s
elec
ted
7
7
teac
h
er
ed
u
ca
tio
n
s
tu
d
en
t
s
in
a
g
o
v
er
n
m
en
t
-
r
u
n
teac
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
in
C
en
tr
al
L
u
zo
n
,
Ph
ilip
p
in
es.
At
th
e
tim
e
o
f
t
h
e
s
tu
d
y
,
all
th
e
p
ar
ticip
an
ts
h
av
e
f
in
is
h
ed
t
h
eir
teac
h
in
g
in
ter
n
s
h
ip
p
r
o
g
r
am
i
n
p
u
b
lic
s
ch
o
o
ls
r
e
g
u
lated
b
y
th
e
Ph
ilip
p
in
e
Dep
a
r
tm
en
t
o
f
E
d
u
ca
tio
n
(
Dep
E
d
)
.
T
h
e
p
ar
ticip
an
ts
ar
e
in
th
eir
last
y
ea
r
o
f
th
eir
teac
h
er
tr
ain
in
g
p
r
o
g
r
am
s
u
n
d
er
B
ac
h
elo
r
o
f
Seco
n
d
a
r
y
E
d
u
ca
tio
n
(
B
SEd
)
an
d
B
ac
h
el
o
r
o
f
E
lem
en
tar
y
E
d
u
ca
tio
n
(
B
E
E
d
)
.
2.
3
.
Resea
rc
h t
o
o
ls
a
nd
pro
ce
du
r
e
T
h
e
r
esear
ch
er
s
m
et
t
h
e
p
ar
ti
cip
an
ts
in
th
r
ee
g
r
o
u
p
s
.
Du
r
i
n
g
th
e
m
ee
tin
g
,
p
ar
ticip
an
ts
wer
e
g
iv
en
b
lan
k
p
a
p
er
s
o
n
wh
e
r
e
th
ey
co
m
p
lete
d
th
e
s
tatem
en
t,
“
Te
a
ch
in
g
in
tern
s
h
ip
is
like…
”
th
at
r
ep
r
esen
t
th
eir
id
ea
s
o
n
wh
at
a
teac
h
in
g
in
ter
n
s
h
ip
is
.
T
h
ey
wer
e
ask
ed
to
ex
p
la
in
th
eir
r
esp
o
n
s
es.
T
h
e
s
h
ee
ts
wer
e
th
en
co
llected
af
ter
ev
e
r
y
o
n
e
h
ad
f
in
is
h
ed
wr
itin
g
.
T
h
e
en
c
o
u
n
t
er
o
f
th
e
r
esear
ch
er
s
with
ea
ch
g
r
o
u
p
last
ed
f
o
r
alm
o
s
t
o
n
e
a
n
d
a
h
alf
h
o
u
r
s
.
T
h
e
ex
p
lan
ati
o
n
s
wr
itten
b
y
th
e
p
ar
ticip
an
ts
wer
e
en
c
o
d
ed
v
er
b
a
tim
.
No
tr
an
s
latio
n
was
don
e
s
in
ce
t
h
e
p
ar
ticip
an
ts
r
esp
o
n
d
ed
t
o
th
e
q
u
esti
o
n
s
u
s
in
g
th
e
E
n
g
lis
h
lan
g
u
ag
e.
T
h
e
r
esp
o
n
s
es o
f
th
e
s
tu
d
e
n
ts
wer
e
o
b
tain
ed
i
n
o
n
e
-
tim
e
d
ata
g
at
h
er
in
g
a
n
d
wer
e
n
o
t
alter
ed
.
2.
4
.
Da
t
a
a
na
ly
s
is
T
h
e
r
esear
ch
er
s
ad
o
p
ted
th
e
m
eth
o
d
o
lo
g
y
em
p
lo
y
ed
b
y
C
ar
illo
[
2
7
]
in
th
e
an
aly
s
is
o
f
th
e
m
etap
h
o
r
ic
illu
s
tr
atio
n
s
.
Me
tap
h
o
r
ic
im
ag
es
cu
lled
f
r
o
m
th
e
p
r
e
-
s
er
v
ice
s
tu
d
en
ts
’
r
esp
o
n
s
es
wer
e
l
is
ted
an
d
co
u
n
ted
ac
co
r
d
in
g
to
th
e
n
u
m
b
er
o
f
tim
es
th
e
p
ar
ticip
an
ts
u
s
ed
th
em
.
T
h
e
r
e
s
ea
r
ch
er
s
ch
ec
k
ed
th
e
ex
p
lan
atio
n
s
t
h
at
ac
co
m
p
an
ie
d
ea
ch
o
f
th
e
r
esp
o
n
s
es
.
T
h
is
is
to
u
n
d
er
s
tan
d
“
h
o
w
th
e
m
et
ap
h
o
r
s
u
s
ed
b
y
th
e
p
ar
ticip
an
ts
wer
e
in
ter
p
r
eted
an
d
h
er
m
en
e
u
tically
ch
o
s
en
”
[
2
7
]
as
a
n
illu
s
tr
atio
n
o
f
teac
h
in
g
in
ter
n
s
h
ip
.
C
o
n
ce
p
ts
th
at
wer
e
id
e
n
tifie
d
wer
e
r
ec
lass
if
ied
in
to
ca
teg
o
r
ies
o
f
s
im
ilar
ly
-
in
ter
p
r
ete
d
illu
s
tr
atio
n
s
[
2
7
]
.
C
h
ar
ac
ter
is
tics
th
at
u
n
d
er
lie
th
e
co
n
ce
p
ts
th
at
f
o
r
m
p
a
r
t
o
f
ea
ch
ca
teg
o
r
y
wer
e
an
aly
ze
d
to
co
m
e
u
p
with
r
elev
an
t
p
atter
n
s
an
d
th
em
es
[
2
7
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
3
,
Sep
tem
b
er
2
0
2
1
:
798
-
8
0
6
800
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
d
is
cu
s
s
io
n
s
o
f
th
is
in
q
u
ir
y
'
s
f
in
d
in
g
s
ar
e
p
r
esen
ted
in
an
ex
p
lo
r
at
o
r
y
m
an
n
er
an
d
with
o
u
t
an
y
ass
er
tio
n
s
th
at
th
e
s
e
ca
n
b
e
g
en
er
alize
d
to
o
th
er
p
r
e
-
s
er
v
ice
teac
h
er
s
o
f
d
if
f
er
en
t
cir
cu
m
s
tan
ce
s
.
Fu
r
th
er
ex
p
lo
r
atio
n
o
f
th
e
r
esem
b
lan
c
es
an
d
v
a
r
ian
ce
s
in
th
e
teac
h
i
n
g
in
ter
n
s
h
ip
im
ag
es
t
h
at
ac
c
o
m
p
an
y
p
r
o
s
p
ec
tiv
e
teac
h
er
s
as
th
ey
f
i
n
is
h
th
eir
t
ea
ch
er
tr
ain
in
g
p
r
o
g
r
am
s
n
ee
d
s
to
b
e
ca
r
r
ied
o
u
t
[
3
1
]
,
[
3
2
]
.
T
h
er
e
is
a
b
r
o
ad
ac
k
n
o
wled
g
e
m
en
t
o
f
th
ese
i
m
ag
er
ies'
p
o
s
s
ib
le
in
f
lu
e
n
ce
o
n
th
e
teac
h
er
’
s
ju
d
g
m
e
n
ts
,
ch
o
ices,
wh
er
ea
b
o
u
ts
,
an
d
o
u
tl
o
o
k
[
2
]
.
3
.
1
.
T
ea
ching
inte
rn
s
hip
a
s
a
n e
n
dles
s
lea
rn
ing
v
ent
ure
T
h
e
f
ir
s
t
ca
teg
o
r
y
o
f
m
eta
p
h
o
r
ic
im
ag
es
d
ep
icted
teac
h
i
n
g
in
ter
n
s
h
ip
as
a
c
o
n
tin
u
o
u
s
lear
n
in
g
ex
p
er
ien
ce
as
s
h
o
wn
in
T
ab
le
1
.
T
h
e
p
ar
ticip
an
ts
co
n
s
p
ir
e
d
th
e
p
r
o
ce
s
s
as
a
co
n
tin
u
in
g
d
ev
elo
p
m
en
t.
T
h
ey
m
ad
e
u
s
e
o
f
th
e
im
a
g
es
o
f
th
e
zo
o
,
b
ein
g
in
th
e
s
u
p
er
m
ar
k
et
an
d
th
e
p
lan
t
t
o
illu
s
tr
ate
th
e
p
r
ac
ticu
m
as
an
av
en
u
e
f
o
r
ex
ch
an
g
e
o
f
k
n
o
wled
g
e.
T
h
e
k
n
o
wled
g
e
-
s
h
ar
in
g
in
th
e
c
u
r
r
e
n
t
in
d
u
s
t
r
ial
er
a
is
v
er
y
s
m
o
o
th
,
f
ast
-
p
ac
ed
an
d
m
o
r
e
co
n
v
en
ie
n
t
th
an
b
ef
o
r
e.
T
h
e
u
s
e
o
f
s
to
r
y
an
d
s
tu
d
y
in
g
as
im
ag
es
to
d
escr
ib
e
teac
h
in
g
in
ter
n
s
h
ip
f
all
s
u
n
d
er
th
e
asp
ec
t
o
f
ex
p
an
d
in
g
th
e
s
tu
d
en
t
in
ter
n
s
'
k
n
o
wled
g
e,
s
k
ills
,
an
d
v
alu
es.
T
h
e
r
iv
er
,
wh
ich
is
o
v
er
f
lo
win
g
,
was
u
s
ed
b
y
th
e
p
ar
ticip
an
ts
to
d
ep
i
ct
th
e
tr
an
s
f
er
o
f
lea
r
n
in
g
f
r
o
m
th
e
teac
h
er
to
t
h
e
lear
n
er
s
an
d
v
ice
-
v
er
s
a.
T
ab
le
1
.
Pro
s
p
ec
tiv
e
teac
h
er
s
’
co
n
ce
p
tio
n
s
o
f
teac
h
in
g
in
ter
n
s
h
ip
as a
n
en
d
less
lear
n
in
g
v
en
tu
r
e
M
e
t
a
p
h
o
r
i
c
r
e
p
r
e
s
e
n
t
a
t
i
o
n
s
A
sso
c
i
a
t
e
d
me
a
n
i
n
g
s
S
i
g
n
i
f
i
c
a
n
t
st
a
t
e
me
n
t
s
Zo
o
,
b
e
i
n
g
i
n
t
h
e
su
p
e
r
mar
k
e
t
,
p
l
a
n
t
P
r
o
v
i
d
e
s a
n
a
v
e
n
u
e
f
o
r
e
x
c
h
a
n
g
e
o
f
k
n
o
w
l
e
d
g
e
“
I
e
n
c
o
u
n
t
e
r
e
d
d
i
f
f
e
r
e
n
t
k
i
n
d
s
o
f
s
t
u
d
e
n
t
s t
o
w
h
o
m
I
a
l
so
l
e
a
r
n
.
”
“
C
e
rt
a
i
n
l
y
,
i
t
’
s
n
o
i
sy
,
b
u
t
t
h
e
re
i
s
a
n
e
x
c
h
a
n
g
e
o
f
l
e
a
rn
i
n
g
.
I
l
e
a
rn
f
ro
m
m
y
c
o
o
p
e
r
a
t
i
n
g
t
e
a
c
h
e
r
(
C
T
)
,
f
ro
m
m
y
st
u
d
e
n
t
s
,
a
n
d
t
h
e
y
a
l
s
o
l
e
a
rn
f
r
o
m
m
e
.
”
“
My
C
T
h
e
l
p
s
m
e
i
n
e
v
e
r
y
t
h
i
n
g
t
h
a
t
I
n
e
e
d
t
o
p
re
p
a
re,
e
s
p
e
c
i
a
l
l
y
m
y
l
e
ss
o
n
p
l
a
n
s
.
”
S
t
u
d
y
i
n
g
, s
t
o
r
y
B
r
o
a
d
e
n
s
k
n
o
w
l
e
d
g
e
,
sk
i
l
l
s
,
a
n
d
a
t
t
i
t
u
d
e
“
I
l
e
a
r
n
a
l
o
t
t
h
a
t
e
n
h
a
n
c
e
s
m
y
k
n
o
w
l
e
d
g
e
,
ski
l
l
s
,
a
n
d
v
a
l
u
e
s
t
o
b
e
c
o
m
e
a
n
e
f
f
i
c
i
e
n
t
a
n
d
e
f
f
e
c
t
i
v
e
e
d
u
c
a
t
o
r
a
n
d
f
a
c
i
l
i
t
a
t
o
r s
o
m
e
d
a
y
.
”
“
Be
c
a
u
s
e
i
n
t
h
e
e
n
d
,
i
t
h
a
s
a
b
e
a
u
t
i
f
u
l
e
n
d
i
n
g
su
c
h
a
s
g
a
i
n
i
n
g
k
n
o
w
l
e
d
g
e
a
n
d
e
x
p
e
ri
e
n
c
e
s
i
n
h
o
w
t
o
d
e
a
l
w
i
t
h
t
h
e
d
i
f
f
e
re
n
t
b
e
h
a
v
i
o
rs
o
f
t
h
e
l
e
a
r
n
e
rs.”
R
i
v
e
r
Tr
a
n
sf
e
r
s
l
e
a
r
n
i
n
g
“
J
u
s
t
l
i
k
e
a
r
i
v
e
r
t
h
a
t
i
s
c
o
n
t
i
n
u
o
u
sl
y
f
l
o
w
i
n
g
,
a
t
e
a
c
h
e
r
c
o
n
t
i
n
u
o
u
sl
y
b
e
l
i
e
v
e
s
t
h
a
t
l
e
a
r
n
i
n
g
m
u
st
b
e
p
r
o
v
i
d
e
d
f
o
r
t
h
e
s
a
k
e
o
f
t
h
e
l
e
a
r
n
e
rs’
f
u
t
u
r
e
.
”
3
.
2
.
T
ea
ching
inte
rn
s
hip
a
s
a
re
wa
rding
o
bs
t
a
cle
t
o
s
urpa
s
s
T
h
e
p
ar
ticip
an
ts
also
cited
tea
ch
in
g
in
ter
n
s
h
ip
as
a
r
ewa
r
d
in
g
o
b
s
tacle
to
s
u
r
p
ass
b
ased
f
r
o
m
v
ar
io
u
s
m
etap
h
o
r
ic
r
ep
r
esen
tatio
n
s
as
s
h
o
wn
i
n
T
a
b
le
2
s
u
ch
as
ex
p
lo
r
in
g
th
e
v
ast
o
ce
an
,
u
n
f
o
r
g
ettab
le
ad
v
e
n
tu
r
e,
p
lay
in
g
with
wav
es,
an
d
m
o
u
n
tain
clim
b
in
g
to
d
es
cr
ib
e
th
e
ch
allen
g
es
to
o
v
er
co
m
e
b
y
th
e
p
r
o
s
p
ec
tiv
e
teac
h
er
s
(
P
T
s
)
.
T
h
e
u
s
e
o
f
m
az
e
an
d
s
o
ld
ier
c
o
n
n
o
tes
th
at
th
e
in
ter
n
s
h
ip
allo
ws
th
e
s
tu
d
en
ts
to
s
u
cc
ess
f
u
lly
u
s
e
s
tr
ateg
ies an
d
tactics to
h
u
r
d
le
th
eir
in
ter
n
s
h
ip
.
W
ar
,
b
att
le,
ex
p
er
ien
cin
g
life
an
d
d
ea
th
,
s
wim
m
in
g
an
8
-
f
t
p
o
o
l,
Fer
r
is
wh
ee
l,
s
cu
lp
tu
r
e
m
ak
in
g
,
s
win
g
an
d
d
if
f
icu
lt
ta
s
k
ar
e
s
y
m
b
o
lis
m
s
u
s
ed
b
y
th
e
p
ar
ticip
an
ts
.
T
h
is
is
to
d
escr
ib
e
th
at
th
e
in
ter
n
s
h
ip
p
r
o
g
r
am
,
th
o
u
g
h
d
if
f
ic
u
lt
an
d
ch
allen
g
in
g
,
m
a
y
p
r
o
v
id
e
s
ilv
er
lin
in
g
o
r
o
p
p
o
r
tu
n
ities
f
o
r
lea
r
n
in
g
.
N
o
tab
ly
,
th
e
p
r
o
s
p
ec
tiv
e
teac
h
er
s
u
s
ed
th
e
p
r
u
n
in
g
p
r
o
ce
s
s
,
f
lo
wer
an
d
m
ess
y
wo
r
ld
as
r
ep
r
esen
tatio
n
s
o
f
th
e
way
th
e
p
r
ac
ticu
m
h
as
ch
an
g
ed
th
eir
p
er
s
p
ec
tiv
e
f
r
o
m
a
n
eg
ativ
e
to
p
o
s
itiv
e
lean
in
g
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tea
ch
in
g
in
tern
s
h
ip
fr
o
m
th
e
meta
p
h
o
r
ica
l le
n
s
o
f F
ilip
in
o
p
r
o
s
p
ec
tive
tea
ch
ers
(
Da
n
ilo
V
.
R
o
g
a
ya
n
Jr
.
)
801
T
ab
le
2
.
Pro
s
p
ec
tiv
e
teac
h
er
s
’
co
n
ce
p
ti
o
n
s
o
f
teac
h
in
g
in
ter
n
s
h
ip
as a
r
ewa
r
d
in
g
o
b
s
tacle
to
s
u
r
p
ass
M
e
t
a
p
h
o
r
i
c
r
e
p
r
e
s
e
n
t
a
t
i
o
n
s
A
sso
c
i
a
t
e
d
mea
n
i
n
g
s
S
i
g
n
i
f
i
c
a
n
t
st
a
t
e
me
n
t
s
Ex
p
l
o
r
i
n
g
v
a
st
o
c
e
a
n
,
U
n
f
o
r
g
e
t
t
a
b
l
e
a
d
v
e
n
t
u
r
e
,
P
l
a
y
i
n
g
w
i
t
h
w
a
v
e
s
,
M
o
u
n
t
a
i
n
c
l
i
mb
i
n
g
P
o
ses
c
h
a
l
l
e
n
g
e
s
t
o
o
v
e
r
c
o
m
e
“
Be
n
e
a
t
h
t
h
e
o
c
e
a
n
,
t
h
e
r
e
i
s
a
g
r
e
a
t
d
i
v
e
rs
i
t
y
o
f
sp
e
c
i
e
s
l
i
k
e
t
h
e
l
e
a
rn
e
rs
i
n
a
p
u
b
l
i
c
s
c
h
o
o
l
.
I
t
i
s
w
i
d
e
a
n
d
f
u
l
l
o
f
c
h
a
l
l
e
n
g
e
s t
h
a
t
y
o
u
n
e
e
d
t
o
s
u
rp
a
ss
b
e
f
o
re
y
o
u
c
a
n
s
e
e
a
n
d
a
p
p
rec
i
a
t
e
t
h
e
b
e
a
u
t
y
i
n
i
t
.
”
“
T
h
e
re
a
r
e
a
l
w
a
y
s
b
e
d
i
f
f
i
c
u
l
t
i
e
s
a
n
d
c
h
a
l
l
e
n
g
e
s
t
h
a
t
y
o
u
m
a
y
e
n
c
o
u
n
t
e
r.”
“
I
c
a
n
'
t
f
o
r
g
e
t
t
h
e
m
a
n
y
p
r
o
b
l
e
m
s
t
h
a
t
I
e
n
c
o
u
n
t
e
r
e
d
.
”
M
a
z
e
,
s
o
l
d
i
e
r
A
l
l
o
w
s
u
s
e
o
f
st
r
a
t
e
g
i
e
s
“
I
n
e
e
d
t
o
p
l
a
n
a
n
d
o
r
g
a
n
i
ze,
m
a
n
a
g
e
m
y
t
i
m
e
,
a
n
d
u
s
e
a
v
a
i
l
a
b
l
e
t
h
i
n
g
s
s
o
I
c
a
n
u
se
i
t
a
s
a
t
o
o
l
t
o
c
o
m
e
o
u
t
su
c
c
e
ssf
u
l
l
y
.
”
“
Wi
t
h
o
u
t
y
o
u
r
w
e
a
p
o
n
s,
y
o
u
c
a
n
n
o
t
w
i
n
t
h
e
b
a
t
t
l
e
.
”
W
a
r
,
B
a
t
t
l
e
,
e
x
p
e
r
i
e
n
c
i
n
g
l
i
f
e
a
n
d
d
e
a
t
h
,
sw
i
m
mi
n
g
a
n
8
-
f
t
p
o
o
l
,
F
e
r
r
i
s
w
h
e
e
l
,
S
c
u
l
p
t
u
r
e
ma
k
i
n
g
,
S
w
i
n
g
,
D
i
f
f
i
c
u
l
t
t
a
sk
P
r
o
v
i
d
e
s s
i
l
v
e
r
l
i
n
i
n
g
“
Y
o
u
n
e
e
d
t
o
b
a
t
t
l
e
o
u
t
w
i
t
h
d
i
f
f
e
re
n
t
p
r
o
b
l
e
m
s
,
sl
e
e
p
l
e
ss
n
i
g
h
t
s.
B
u
t
w
h
e
n
y
o
u
r
p
u
p
i
l
s
l
e
a
r
n
e
d
f
ro
m
y
o
u
,
t
h
a
t
’
s
t
h
e
t
i
m
e
y
o
u
w
o
u
l
d
s
a
y
,
I
h
a
v
e
w
o
n
t
h
i
s
b
a
t
t
l
e
.
”
“
Ev
e
n
i
t
i
s
h
a
p
p
y
,
t
h
e
re
w
o
u
l
d
a
l
w
a
y
s
c
h
a
l
l
e
n
g
i
n
g
f
a
c
t
o
rs
e
v
e
ry
t
i
m
e
y
o
u
'
l
l
t
e
a
c
h
.
I
rea
l
i
ze
t
h
a
t
t
h
i
s
i
s
h
o
w
e
d
u
c
a
t
i
o
n
w
o
r
k
s,
a
n
d
I
f
e
l
t
s
a
t
i
sf
i
e
d
b
e
c
a
u
s
e
I
l
o
v
e
t
e
a
c
h
i
n
g
c
h
i
l
d
r
e
n
.
”
“
I
t
h
a
s
u
p
s
a
n
d
d
o
w
n
s
w
h
i
l
e
e
x
p
e
ri
e
n
c
i
n
g
i
t
,
b
u
t
i
t
w
i
l
l
e
n
d
u
p
f
u
n
a
n
d
e
x
c
i
t
i
n
g
.
”
“
I
t
’
s
c
h
a
l
l
e
n
g
i
n
g
t
o
d
o
i
f
y
o
u
d
o
n
o
t
h
a
v
e
t
h
e
t
a
l
e
n
t
.
Bu
t
a
f
t
e
r
t
h
e
c
h
a
l
l
e
n
g
e
s
,
o
b
s
t
a
c
l
e
s,
a
n
d
h
i
n
d
r
a
n
c
e
s
y
o
u
f
a
c
e
i
n
m
a
k
i
n
g
t
h
a
t
sc
u
l
p
t
u
r
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y
o
u
,
w
i
l
l
s
e
e
t
h
e
b
e
a
u
t
y
i
n
i
t
a
f
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e
r
y
o
u
f
i
n
i
s
h
i
t
.
”
“
Y
o
u
s
h
o
u
l
d
a
l
w
a
y
s
p
r
e
p
a
re
a
n
d
b
e
f
u
l
l
y
e
q
u
i
p
p
e
d
t
o
p
a
ss
t
h
e
c
h
a
l
l
e
n
g
e
s
t
h
a
t
y
o
u
w
i
l
l
e
n
c
o
u
n
t
e
r,
a
n
d
h
e
l
p
l
e
a
r
n
e
rs
t
o
l
e
a
rn
a
n
d
d
e
v
e
l
o
p
.
”
P
r
u
n
i
n
g
p
r
o
c
e
ss
,
F
l
o
w
e
r
,
M
e
ss
y
w
o
r
l
d
C
h
a
n
g
e
s
o
n
e
’
s
p
e
r
s
p
e
c
t
i
v
e
“
Y
o
u
n
e
e
d
t
o
c
u
t
y
o
u
r
u
n
d
e
s
i
ra
b
l
e
t
ra
i
t
s.
Ev
e
n
i
t
i
s d
i
f
f
i
c
u
l
t
t
o
e
m
b
r
a
c
e
c
h
a
n
g
e
.
I
t
i
s w
o
r
t
h
i
t
.
”
“
I
f
y
o
u
d
o
n
o
t
g
i
v
e
i
m
p
o
r
t
a
n
c
e
t
o
i
t
,
i
t
w
i
l
l
f
a
i
l
,
t
h
e
f
l
o
w
e
r
w
i
l
l
n
o
t
g
r
o
w
.
”
“
Bu
t
I
'
v
e
l
e
a
r
n
e
d
s
o
m
u
c
h
i
n
m
y
p
r
a
c
t
i
c
e
t
e
a
c
h
i
n
g
d
a
y
s,
a
n
d
I
l
e
a
r
n
e
d
h
o
w
t
o
m
a
n
a
g
e
m
y
sel
f
,
h
o
w
t
o
c
o
n
t
ro
l
.
”
3
.
3
.
T
ea
ching
inte
rn
s
hip
a
s
a
cha
nce
t
o
be
a
s
urro
g
a
t
e
pa
re
nt
T
h
e
teac
h
in
g
in
ter
n
s
h
i
p
is
als
o
co
n
ce
iv
ed
to
b
e
a
ch
an
ce
f
o
r
th
e
p
ar
ticip
an
ts
to
b
ec
o
m
e
a
s
u
r
r
o
g
ate
p
ar
en
t
as
s
h
o
wn
i
n
T
ab
le
3
.
S
in
ce
teac
h
er
s
ar
e
c
o
n
s
id
er
ed
t
h
e
s
ec
o
n
d
p
ar
en
ts
,
th
e
in
ter
n
s
p
er
ce
iv
ed
th
at
th
e
in
ter
n
s
h
ip
p
r
o
g
r
a
m
allo
ws
th
e
m
to
b
ec
o
m
e
p
ar
e
n
ts
to
th
eir
l
ea
r
n
er
s
.
T
h
e
y
m
en
tio
n
ed
b
ei
n
g
an
in
s
tan
t
p
a
r
en
t,
a
s
u
r
r
o
g
ate
p
ar
en
t
a
n
d
a
r
o
le
m
o
d
el
as
m
etap
h
o
r
ic
r
ep
r
esen
tatio
n
s
,
wh
ich
im
p
lies
th
at
th
e
p
r
ac
ticu
m
teac
h
es
th
em
to
l
o
v
e
a
n
d
r
esp
ec
t
ch
il
d
r
en
.
A
n
o
th
er
n
o
ta
b
le
o
b
ject
i
d
en
tifie
d
is
a
ca
n
d
le
,
wh
ich
s
y
m
b
o
lizes
en
a
b
lin
g
th
e
lear
n
er
s
’
d
r
ea
m
s
.
T
h
e
u
s
e
o
f
d
a
r
k
c
h
o
co
late
a
n
d
r
e
f
er
e
e
as
r
ep
r
esen
tatio
n
s
im
p
l
ies
t
h
e
r
o
le
o
f
teac
h
i
n
g
in
ter
n
s
h
ip
in
ass
i
s
tin
g
th
e
in
ter
n
s
in
th
eir
in
s
tr
u
ctio
n
al
r
o
u
tin
es.
T
ab
le
3
.
Pro
s
p
ec
tiv
e
teac
h
er
s
’
co
n
ce
p
tio
n
s
o
f
teac
h
in
g
in
ter
n
s
h
ip
as a
ch
an
ce
t
o
b
e
a
s
u
r
r
o
g
ate
p
ar
en
t
M
e
t
a
p
h
o
r
i
c
r
e
p
r
e
s
e
n
t
a
t
i
o
n
s
A
sso
c
i
a
t
e
d
me
a
n
i
n
g
s
S
i
g
n
i
f
i
c
a
n
t
st
a
t
e
me
n
t
s
B
e
i
n
g
a
n
i
n
st
a
n
t
p
a
r
e
n
t
,
S
u
r
r
o
g
a
t
e
p
a
r
e
n
t
,
R
o
l
e
mo
d
e
l
Te
a
c
h
e
s t
o
l
o
v
e
a
n
d
r
e
sp
e
c
t
c
h
i
l
d
r
e
n
“
Be
i
n
g
a
n
i
n
st
a
n
t
m
o
t
h
e
r
w
i
t
h
3
8
i
n
st
a
n
t
c
h
i
l
d
re
n
.
I
t
i
s
h
a
rd
,
b
u
t
y
o
u
w
i
l
l
l
e
a
rn
t
o
l
o
v
e
i
t
.
Y
o
u
w
i
l
l
l
e
a
rn
t
o
l
o
v
e
y
o
u
r
c
h
i
l
d
re
n
so
y
o
u
n
e
e
d
t
o
p
e
rs
e
v
e
r
e
.
”
C
a
n
d
l
e
En
a
b
l
e
s
l
e
a
r
n
e
r
s’
d
r
e
a
ms
“
Wh
e
n
y
o
u
k
n
o
w
i
t
'
s
w
h
a
t
y
o
u
w
a
n
t
e
d
t
o
d
o
.
.
.
t
o
h
e
l
p
c
h
i
l
d
re
n
re
a
c
h
t
h
e
i
r
g
o
a
l
s.”
“
Y
o
u
a
r
e
re
a
d
y
t
o
c
o
n
su
m
e
y
o
u
rse
l
f
j
u
st
t
o
l
i
g
h
t
t
h
e
w
a
y
o
f
y
o
u
r
st
u
d
e
n
t
s.”
D
a
r
k
c
h
o
c
o
l
a
t
e
,
R
e
f
e
r
e
e
A
ssi
st
s
i
n
i
n
st
r
u
c
t
i
o
n
a
l
r
o
u
t
i
n
e
s
“
I
t
’
s
b
i
t
t
e
rsw
e
e
t
b
e
c
a
u
s
e
t
h
e
r
e
a
re
t
i
m
e
s
t
h
a
t
y
o
u
w
i
l
l
r
e
a
l
l
y
f
e
e
l
so
t
i
re
d
,
e
x
h
a
u
st
e
d
,
a
n
d
a
b
o
u
t
t
o
g
i
v
e
u
p
b
e
c
a
u
se
o
f
st
r
e
ss b
u
t
i
t
t
a
st
e
s
s
o
s
w
e
e
t
w
h
e
n
y
o
u
re
a
l
i
ze
y
o
u
h
a
v
e
o
v
e
rc
o
m
e
t
h
e
l
e
ss
o
n
p
l
a
n
n
i
n
g
,
a
n
d
c
re
a
t
i
n
g
i
n
s
t
ru
c
t
i
o
n
a
l
m
a
t
e
ri
a
l
s.”
“
I
serv
e
a
s
a
r
e
f
e
ree
i
n
t
h
e
c
l
a
ssro
o
m
w
h
e
n
e
v
e
r
I
n
e
e
d
t
o
d
i
sc
i
p
l
i
n
e
t
h
e
c
h
i
l
d
re
n
.
”
3
.
4
.
T
ea
ching
inte
rn
s
hip
a
s
a
n e
n
ha
ncem
ent
o
f
peda
g
o
g
ica
l c
o
m
pet
ence
T
ea
ch
in
g
i
n
ter
n
s
h
ip
was
al
s
o
m
etap
h
o
r
ically
d
escr
ib
e
d
as
an
e
n
h
an
ce
m
e
n
t
o
f
p
ed
ag
o
g
ical
co
m
p
eten
ce
as
s
h
o
wn
in
T
a
b
le
4
.
T
h
e
P
T
s
ac
k
n
o
wled
g
e
th
at
wh
at
th
ey
lear
n
e
d
in
s
id
e
th
e
class
r
o
o
m
is
n
o
t
ad
eq
u
ate,
th
u
s
en
g
ag
in
g
in
a
p
r
ac
ticu
m
m
ay
f
u
r
th
e
r
en
h
a
n
ce
th
eir
in
s
tr
u
ctio
n
al
s
tr
ateg
ie
s
an
d
p
ed
ag
o
g
ical
s
k
ills
.
T
h
e
u
s
e
o
f
th
e
m
etap
h
o
r
,
th
e
f
r
ie
n
d
ly
b
attle
wo
u
ld
m
ea
n
eq
u
ip
p
in
g
o
n
eself
to
b
e
a
h
o
lis
tic
p
er
s
o
n
.
Mo
r
eo
v
er
,
th
e
u
s
e
o
f
m
eta
p
h
o
r
ic
r
e
p
r
esen
tatio
n
s
s
u
ch
as
s
o
n
g
,
o
n
lin
e
g
am
es,
a
k
n
if
e
b
ein
g
s
h
a
r
p
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d
,
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o
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in
g
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clo
ck
,
b
attle
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d
t
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n
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g
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itar
r
e
p
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e
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r
n
s
h
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p
in
en
h
a
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cin
g
t
h
e
p
r
o
s
p
ec
tiv
e
tea
ch
er
s
'
ab
ilit
y
t
o
teac
h
.
E
m
p
lo
y
in
g
ef
f
ec
tiv
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class
r
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o
m
m
an
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em
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r
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ac
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th
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wate
r
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s
its
co
r
r
esp
o
n
d
in
g
m
etap
h
o
r
ic
im
a
g
es.
Evaluation Warning : The document was created with Spire.PDF for Python.
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6
802
T
ab
le
4
.
Pro
s
p
ec
tiv
e
teac
h
er
s
’
co
n
ce
p
tio
n
s
o
f
teac
h
in
g
in
ter
n
s
h
ip
as a
n
en
h
a
n
ce
m
en
t
o
f
p
e
d
ag
o
g
ical
co
m
p
eten
ce
M
e
t
a
p
h
o
r
i
c
r
e
p
r
e
s
e
n
t
a
t
i
o
n
s
A
sso
c
i
a
t
e
d
mea
n
i
n
g
s
S
i
g
n
i
f
i
c
a
n
t
st
a
t
e
me
n
t
s
F
r
i
e
n
d
l
y
b
a
t
t
l
e
Eq
u
i
p
s
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n
e
t
o
b
e
a
h
o
l
i
s
t
i
c
p
e
r
s
o
n
“
Ba
t
t
l
e
b
e
t
w
e
e
n
o
u
r
o
w
n
s
e
l
v
e
s.
We
n
e
e
d
t
o
b
e
c
o
m
e
h
o
l
i
st
i
c
a
l
l
y
re
a
d
y
i
n
t
e
a
c
h
i
n
g
,
n
o
t
j
u
s
t
p
h
y
si
c
a
l
l
y
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n
d
m
e
n
t
a
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y
f
i
t
b
u
t
a
l
s
o
m
o
ra
l
l
y
f
i
t
.
”
S
o
n
g
,
o
n
l
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n
e
g
a
m
e
s
,
k
n
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f
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b
e
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sh
a
r
p
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n
e
d
,
c
o
o
k
i
n
g
,
c
l
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k
,
b
a
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,
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u
n
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t
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En
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’
s
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b
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l
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h
“
I
f
y
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u
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r
e
a
n
e
f
f
i
c
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e
n
t
t
e
a
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h
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r
,
t
h
e
y
w
i
l
l
l
o
v
e
y
o
u
.
”
“
At
f
i
rst
,
i
t
’
s
d
i
f
f
i
c
u
l
t
;
y
o
u
m
a
y
c
o
m
e
t
o
a
‘
g
a
m
e
o
v
e
r’
m
o
d
e
.
B
u
t
y
o
u
c
a
n
a
l
w
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s re
s
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rt
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n
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ry
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ss
.
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I
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o
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a
c
h
,
b
u
t
w
h
e
n
I
a
m
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e
a
d
y
i
n
t
h
e
f
i
e
l
d
,
I
st
i
l
l
a
c
q
u
i
re
d
m
o
r
e
k
n
o
w
l
e
d
g
e
a
b
o
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t
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e
a
c
h
i
n
g
.
”
“
Y
o
u
h
a
v
e
t
o
p
r
e
p
a
re
a
l
l
t
h
e
i
n
g
r
e
d
i
e
n
t
s
a
n
d
y
o
u
r
re
c
i
p
e
t
o
m
a
k
e
y
o
u
r
d
e
l
i
c
a
c
y
d
e
l
i
c
i
o
u
s
.
”
“
I
t
i
s
a
n
e
v
e
r
-
e
n
d
i
n
g
p
ro
c
e
ss
o
f
s
t
u
d
y
i
n
g
a
n
d
l
e
a
r
n
i
n
g
n
e
w
f
a
c
t
s.
As
i
t
m
o
v
e
s,
y
o
u
n
e
e
d
t
o
d
o
s
o
m
e
t
h
i
n
g
.
L
i
k
e
a
c
l
o
c
k
,
I
h
a
v
e
n
o
re
a
s
o
n
t
o
st
o
p
b
e
c
a
u
se
i
t
w
i
l
l
serv
e
a
s
a
p
ro
c
e
ss
f
o
r
b
u
i
l
d
i
n
g
m
y
a
b
i
l
i
t
i
e
s,
c
a
p
a
b
i
l
i
t
i
e
s
i
n
t
e
a
c
h
i
n
g
.
”
“
I
n
t
e
a
c
h
i
n
g
,
e
v
e
ry
t
i
m
e
w
e
g
o
t
o
sc
h
o
o
l
,
w
e
m
u
st
h
a
v
e
o
u
r
w
e
a
p
o
n
-
t
h
e
k
n
o
w
l
e
d
g
e
a
b
o
u
t
t
h
e
t
o
p
i
c
w
e
h
a
v
e
t
o
d
i
sc
u
ss.
Be
rea
d
y
a
n
d
p
re
p
a
re
d
a
t
a
l
l
t
i
m
e
s.”
“
I
n
e
v
e
ry
s
t
ri
n
g
,
y
o
u
t
u
n
e
i
t
t
o
h
a
v
e
a
g
o
o
d
so
u
n
d
o
f
t
h
e
g
u
i
t
a
r.
J
u
s
t
l
i
k
e
i
n
p
ra
c
t
i
c
e
t
e
a
c
h
i
n
g
,
y
o
u
h
a
v
e
t
o
c
o
m
e
u
p
w
i
t
h
e
f
f
e
c
t
i
v
e
m
a
t
e
r
i
a
l
s t
h
a
t
a
re
a
l
i
g
n
e
d
t
o
y
o
u
r
l
e
a
rn
i
n
g
o
b
j
e
c
t
i
v
e
s
a
n
d
i
n
t
e
r
e
st
s
o
f
y
o
u
r s
t
u
d
e
n
t
s
t
o
i
m
p
r
o
v
e
t
h
e
t
e
a
c
h
i
n
g
-
l
e
a
rn
i
n
g
p
ro
c
e
ss
.
”
M
i
l
i
t
a
r
y
t
r
a
i
n
i
n
g
,
D
o
i
n
g
a
w
a
t
e
r
c
o
l
o
r
a
r
t
Emp
l
o
y
s s
c
i
e
n
c
e
o
f
ma
n
a
g
i
n
g
a
c
l
a
ss
“
T
o
l
e
a
r
n
h
o
w
t
o
d
i
s
c
i
p
l
i
n
e
t
h
e
p
u
p
i
l
s
/
l
e
a
r
n
e
rs
.
”
“
I
n
t
e
a
c
h
i
n
g
,
y
o
u
c
a
n
n
o
t
f
o
r
c
e
t
h
e
s
t
u
d
e
n
t
s
t
o
l
e
a
r
n
o
r
l
i
s
t
e
n
t
o
y
o
u
.
T
h
e
i
m
p
o
r
t
a
n
t
t
h
i
n
g
i
s
y
o
u
d
i
d
y
o
u
r
j
o
b
,
a
n
d
y
o
u
a
l
w
a
y
s
r
e
m
i
n
d
t
h
e
m
t
h
a
t
w
h
a
t
y
o
u
d
o
i
s
a
l
w
a
y
s
f
o
r
t
h
e
m
.
Y
o
u
c
a
n
’
t
c
o
n
t
r
o
l
e
v
e
ryt
h
i
n
g
,
b
u
t
y
o
u
c
a
n
d
o
t
h
i
n
g
s t
o
m
o
t
i
v
a
t
e
t
h
e
m
t
o
l
e
a
r
n
,
j
u
s
t
l
i
k
e
i
n
w
a
t
e
rc
o
l
o
r,
y
o
u
c
a
n
u
s
e
d
i
f
f
e
re
n
t
t
e
c
h
n
i
q
u
e
s
t
o
i
m
p
r
o
v
e
y
o
u
r
a
rt
w
o
r
k
.
”
3
.
5
.
T
ea
ching
inte
rn
s
hip
a
s
a
n i
m
m
er
s
io
n in t
he
a
ct
ua
l w
o
r
kp
la
ce
T
h
e
co
n
ce
p
t
th
at
in
ter
n
s
h
ip
i
s
an
im
m
er
s
io
n
in
t
h
e
ac
tu
al
wo
r
k
p
lace
is
co
m
m
o
n
k
n
o
wled
g
e
as
s
h
o
wn
in
T
a
b
le
5
.
I
n
ter
esti
n
g
ly
,
th
e
p
r
o
s
p
ec
tiv
e
teac
h
er
s
m
ad
e
u
s
e
o
f
th
e
b
attleg
r
o
u
n
d
,
m
a
n
ag
in
g
o
n
e’
s
f
am
ily
an
d
an
e
y
e
-
o
p
en
er
as
m
etap
h
o
r
ical
r
ep
r
esen
tatio
n
s
o
f
th
is
co
n
ce
p
tio
n
.
T
h
is
co
n
n
o
tes
th
at
t
ea
ch
in
g
in
ter
n
s
h
ip
allo
ws th
e
P
T
s
ex
p
e
r
ien
ce
an
d
s
ee
th
e
r
ea
lity
o
f
teac
h
in
g
p
r
im
ar
ily
in
t
h
e
p
u
b
lic
s
ch
o
o
l.
T
ab
le
5
.
Pro
s
p
ec
tiv
e
teac
h
er
s
’
co
n
ce
p
tio
n
s
o
f
teac
h
in
g
in
ter
n
s
h
ip
as a
n
im
m
er
s
io
n
in
th
e
a
ctu
al
wo
r
k
p
lace
M
e
t
a
p
h
o
r
i
c
r
e
p
r
e
s
e
n
t
a
t
i
o
n
s
A
sso
c
i
a
t
e
d
me
a
n
i
n
g
s
S
i
g
n
i
f
i
c
a
n
t
st
a
t
e
me
n
t
s
B
a
t
t
l
e
g
r
o
u
n
d
,
ma
n
a
g
i
n
g
o
n
e
’
s fam
i
l
y
,
e
y
e
o
p
e
n
e
r
A
l
l
o
w
s
t
o
e
x
p
e
r
i
e
n
c
e
a
n
d
s
e
e
t
h
e
r
e
a
l
i
t
y
“
T
o
b
e
i
n
t
h
e
p
ra
c
t
i
c
e
t
e
a
c
h
i
n
g
i
s
a
rea
l
l
y
g
re
a
t
e
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e
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e
n
c
e
.
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se
e
h
o
w
b
i
g
t
h
e
b
a
t
t
l
e
g
ro
u
n
d
i
s
f
o
r t
h
e
t
e
a
c
h
e
r
.
Y
e
s,
i
t
h
a
s
m
a
n
y
p
a
p
e
rs
w
o
rks
t
o
d
o
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b
u
t
t
h
e
h
a
p
p
i
n
e
ss
o
f
w
a
t
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h
i
n
g
y
o
u
r s
t
u
d
e
n
t
s
l
e
a
r
n
m
a
k
e
s my
h
e
a
r
t
h
a
p
p
i
e
r.”
“
I
rea
l
i
z
e
d
t
h
a
t
t
h
i
s
i
s
t
h
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re
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l
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e
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n
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i
n
a
p
u
b
l
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c
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st
i
t
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t
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;
t
h
i
s
i
s
w
h
a
t
i
t
f
e
e
l
s
l
i
k
e
.
”
3
.
6
.
T
ea
ching
inte
rn
s
hip
a
s
a
n u
l
t
im
a
t
e
pa
t
h t
o
wa
rds
beco
m
i
ng
a
t
ea
cher
T
ea
ch
in
g
in
ter
n
s
h
ip
is
lik
ewise
co
n
ce
iv
ed
as
an
u
ltima
te
p
ath
to
war
d
s
b
ec
o
m
in
g
a
teac
h
er
as
s
h
o
wn
in
T
ab
le
6
.
Acc
o
r
d
in
g
to
th
e
p
ar
ticip
an
ts
'
n
ar
r
ativ
es
in
T
ab
le
6
,
th
e
p
r
ac
ticu
m
h
elp
s
th
em
r
ea
lize
th
eir
p
er
s
o
n
al
g
o
als to
b
ec
o
m
e
a
tea
ch
er
.
W
alk
in
g
in
two
d
if
f
er
en
t
way
s
,
m
o
u
n
tain
clim
b
in
g
,
s
ailin
g
in
th
e
s
ea
,
an
d
th
e
lad
d
er
wer
e
u
s
ed
as
m
eta
p
h
o
r
ical
im
a
g
es
b
y
th
e
p
r
o
s
p
ec
tiv
e
teac
h
er
s
to
d
ep
ict
t
h
at
th
e
p
r
ac
ticu
m
is
th
e
p
en
u
ltima
te
p
r
o
ce
s
s
b
ef
o
r
e
th
ey
co
m
p
lete
th
e
teac
h
er
e
d
u
ca
tio
n
p
r
o
g
r
am
.
Fig
u
r
e
1
s
h
o
ws
th
e
cr
y
s
talized
co
n
ce
p
tu
al
f
r
am
ewo
r
k
s
h
o
win
g
th
e
s
ix
ca
teg
o
r
ies o
f
th
e
m
et
ap
h
o
r
ical
im
ag
es th
at
e
m
er
g
e
d
in
th
is
s
t
udy.
T
ab
le
6
.
Pro
s
p
ec
tiv
e
teac
h
er
s
’
co
n
ce
p
tio
n
s
o
f
teac
h
in
g
in
ter
n
s
h
ip
as u
ltima
te
p
ath
to
war
d
s
b
ec
o
m
in
g
a
teac
h
er
M
e
t
a
p
h
o
r
i
c
r
e
p
r
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s
e
n
t
a
t
i
o
n
s
A
sso
c
i
a
t
e
d
me
a
n
i
n
g
s
S
i
g
n
i
f
i
c
a
n
t
st
a
t
e
me
n
t
s
W
a
l
k
i
n
g
i
n
t
w
o
d
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f
f
e
r
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n
t
w
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s
,
M
o
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n
t
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m
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i
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a
i
l
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a
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La
d
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s
“
Y
o
u
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re
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Y
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o
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f
t
h
e
m
o
u
n
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a
i
n
.
”
“
T
o
b
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n
t
h
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p
r
a
c
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d
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r
.
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o
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.
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a
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e
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o
p
l
e
w
h
o
s
u
p
p
o
r
t
y
o
u
.
”
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tea
ch
in
g
in
tern
s
h
ip
fr
o
m
th
e
meta
p
h
o
r
ica
l le
n
s
o
f F
ilip
in
o
p
r
o
s
p
ec
tive
tea
ch
ers
(
Da
n
ilo
V
.
R
o
g
a
ya
n
Jr
.
)
803
Fig
u
r
e
1
.
C
o
n
ce
p
tu
al
f
r
a
m
ewo
r
k
o
f
p
r
e
-
s
er
v
ice
teac
h
er
s
’
co
n
ce
p
tio
n
o
f
teac
h
in
g
i
n
ter
n
s
h
ip
T
h
is
s
tu
d
y
e
x
p
lo
r
e
d
t
h
e
Fil
ip
in
o
p
r
o
s
p
ec
tiv
e
teac
h
er
s
’
(
P
T
s
)
co
n
ce
p
tio
n
s
o
f
teac
h
i
n
g
in
ter
n
s
h
ip
th
r
o
u
g
h
a
m
etap
h
o
r
ical
len
s
.
Fil
ip
in
o
p
r
o
s
p
ec
tiv
e
teac
h
e
r
s
’
co
n
ce
p
tio
n
s
r
ev
ea
led
th
at
t
h
e
teac
h
in
g
in
ter
n
s
h
ip
is
an
en
d
less
lear
n
in
g
v
en
tu
r
e,
a
r
ew
ar
d
in
g
o
b
s
tacle
to
s
u
r
p
ass
,
a
ch
an
ce
to
b
e
a
s
u
r
r
o
g
ate
p
ar
e
n
t,
an
en
h
an
ce
m
e
n
t
o
f
p
ed
a
g
o
g
ical
co
m
p
eten
ce
,
an
im
m
e
r
s
io
n
in
th
e
ac
tu
al
wo
r
k
p
lace
,
an
d
an
u
ltima
te
p
ath
to
war
d
s
b
ec
o
m
in
g
a
teac
h
er
.
T
h
ese
co
n
ce
p
tio
n
s
,
cr
y
s
tallized
in
a
co
n
ce
p
tu
al
f
r
am
ewo
r
k
,
m
ay
s
er
v
e
as
a
b
asis
f
o
r
f
u
r
th
er
s
tu
d
ies.
T
h
e
cr
y
s
t
allized
co
n
ce
p
tu
al
f
r
am
ewo
r
k
m
ay
also
in
f
o
r
m
teac
h
e
r
ed
u
ca
tio
n
in
s
titu
tio
n
s
(
T
E
I
s
)
o
n
t
h
e
p
r
o
s
p
ec
tiv
e
teac
h
er
s
'
co
n
ce
p
tio
n
s
o
n
teac
h
in
g
in
ter
n
s
h
ip
wh
ic
h
ca
n
h
av
e
im
p
o
r
tan
t
im
p
licatio
n
s
to
a
p
o
licy
r
eg
ar
d
in
g
th
e
s
u
p
er
v
is
io
n
o
f
th
e
teac
h
in
g
i
n
ter
n
s
h
ip
p
r
o
g
r
am
.
T
h
e
s
tu
d
y
f
o
u
n
d
o
u
t
t
h
at
th
e
PTs'
p
er
s
o
n
al
s
ch
em
a
o
f
th
e
p
r
o
ce
s
s
is
h
ea
v
ily
b
ased
o
n
p
er
s
o
n
al
ex
p
er
ien
ce
s
an
d
th
ei
r
lear
n
i
n
g
s
in
th
eir
p
r
o
f
ess
io
n
al
ed
u
c
atio
n
co
u
r
s
es.
T
h
is
s
tu
d
y
also
s
aw
th
at
th
ese
co
n
ce
p
tio
n
s
ar
e
h
ea
v
ily
a
f
f
ec
t
ed
b
y
t
h
e
co
m
p
letio
n
o
f
th
eir
o
f
f
-
ca
m
p
u
s
teac
h
in
g
p
r
o
g
r
am
.
T
h
e
PTs
v
iewe
d
teac
h
in
g
in
te
r
n
s
h
ip
as
a
n
e
n
d
less
lear
n
in
g
v
en
tu
r
e.
T
h
u
s
,
th
er
e
is
a
n
ee
d
to
p
r
e
p
ar
e
ef
f
ec
tiv
e
p
r
o
s
p
ec
tiv
e
teac
h
er
s
in
th
e
co
n
tin
u
o
u
s
lear
n
in
g
p
r
o
ce
s
s
,
wh
o
m
Str
o
n
g
e
,
et
a
l.
[
3
3
]
d
escr
ib
e
as
ch
ie
f
ca
taly
s
ts
f
o
r
s
ch
o
o
l
d
ev
elo
p
m
en
t.
T
h
ey
also
v
iewe
d
th
e
in
ter
n
s
h
ip
p
r
o
g
r
am
as
a
r
ewa
r
d
in
g
o
b
s
tacle
to
s
u
r
p
ass
.
T
h
ey
s
ee
th
e
p
r
o
g
r
am
as a
p
r
ep
ar
atio
n
to
d
ea
l w
ith
co
n
f
licts
an
d
p
r
o
b
lem
s
th
at
m
a
y
also
en
co
u
n
te
r
in
ac
tu
al
wo
r
k
p
lace
.
Ma
n
ag
in
g
t
h
ese
p
r
o
b
lem
s
wo
u
ld
p
r
ep
ar
e
th
em
f
o
r
m
o
r
e
s
ig
n
if
ican
t
c
o
n
f
licts
th
at
th
ey
n
ee
d
to
s
ettle
a
s
th
ey
b
ec
o
m
e
em
p
lo
y
ed
in
th
e
s
tate
ed
u
ca
tio
n
d
e
p
ar
tm
en
t.
T
h
e
in
ter
n
s
h
ip
jo
u
r
n
ey
is
a
s
ig
n
if
ican
t
asp
ec
t
o
f
a
teac
h
er
ed
u
ca
tio
n
p
r
o
g
r
a
m
[
3
4
]
th
at
p
lay
s
an
ess
en
tial
r
o
le
in
e
q
u
ip
p
in
g
th
e
p
r
o
s
p
ec
tiv
e
teac
h
er
s
an
d
d
ef
i
n
in
g
th
ei
r
lev
el
o
f
s
elf
-
esteem
[
3
5
]
t
o
d
ea
l w
ith
a
m
y
r
iad
o
f
p
r
o
b
lem
s
an
d
c
o
n
f
licts
.
T
h
e
p
r
o
s
p
ec
tiv
e
teac
h
er
s
also
s
aw
th
e
teac
h
in
g
in
ter
n
s
h
ip
as
a
ch
an
ce
to
b
e
a
s
u
r
r
o
g
ate
p
ar
en
t.
Sin
ce
teac
h
er
s
ar
e
co
n
s
id
er
ed
s
ec
o
n
d
p
a
r
en
ts
o
f
t
h
e
lear
n
e
r
s
in
th
e
s
ch
o
o
l
en
v
i
r
o
n
m
e
n
t,
t
h
e
PTs
also
th
in
k
th
em
s
elv
es
as
s
ec
o
n
d
p
ar
en
ts
o
f
th
e
lear
n
er
s
as
th
ey
e
n
co
u
n
ter
th
e
s
tu
d
en
ts
ev
er
y
d
a
y
in
t
h
e
class
r
o
o
m
.
T
h
e
p
r
o
s
p
ec
tiv
e
teac
h
er
s
also
f
ee
l
th
e
n
ee
d
to
ex
p
er
ien
ce
t
h
e
m
ag
ic
o
f
to
u
c
h
ju
s
t
lik
e
th
e
p
ar
en
ts
to
b
u
ild
a
s
tr
o
n
g
er
r
elatio
n
s
h
ip
with
th
e
ir
lear
n
er
s
,
lead
in
g
to
a
h
ig
h
er
lev
el
o
f
lear
n
in
g
b
o
th
ac
a
d
em
ically
an
d
n
o
n
-
ac
ad
em
ically
.
T
h
ey
also
v
iewe
d
th
e
in
ter
n
s
h
ip
as
an
en
h
an
c
em
en
t
o
f
th
e
ir
p
ed
a
g
o
g
ical
co
m
p
eten
ce
.
T
h
r
o
u
g
h
th
e
p
r
o
g
r
am
,
th
ey
b
eliev
e
t
h
at
th
ey
will
b
e
ab
le
t
o
ap
p
ly
th
e
co
n
ce
p
ts
,
t
h
eo
r
ies,
an
d
p
r
in
cip
les
lear
n
ed
f
r
o
m
th
eir
p
r
e
-
s
er
v
ice
ed
u
ca
tio
n
to
th
e
ac
tu
al
class
r
o
o
m
with
r
ea
l
s
tu
d
en
ts
an
d
th
e
r
ea
l
teac
h
in
g
-
lear
n
in
g
p
r
o
ce
s
s
.
T
h
r
o
u
g
h
p
r
ac
ticu
m
teac
h
in
g
,
PTs
will
b
e
ab
le
to
en
h
a
n
ce
t
h
eir
p
e
d
ag
o
g
ical
k
n
o
wled
g
e
(
PK)
as
well
as
th
eir
co
n
ten
t
k
n
o
wled
g
e
(
C
K)
an
d
tech
n
o
lo
g
ical
k
n
o
wled
g
e
(
TK
)
.
T
h
eir
PK
h
as
s
o
m
eth
i
n
g
to
d
o
with
h
o
w
k
n
o
wled
g
ea
b
le
th
ey
ar
e
in
u
s
i
n
g
v
ar
io
u
s
teac
h
in
g
s
tr
ateg
ies
an
d
ap
p
r
o
ac
h
es
in
th
eir
f
ield
s
o
f
d
is
cip
lin
e.
T
h
eir
C
K
h
as
s
o
m
eth
in
g
to
d
o
with
th
eir
k
n
o
wled
g
e
a
b
o
u
t
th
eir
s
u
b
ject
m
atter
th
at
th
ey
n
ee
d
to
d
eliv
er
to
t
h
e
ir
lear
n
er
s
.
W
h
ile,
th
e
T
K
r
ef
er
s
to
th
eir
u
n
d
er
s
tan
d
in
g
o
f
th
e
u
s
e
o
f
r
elev
an
t
tech
n
o
l
o
g
ie
s
in
th
eir
teac
h
in
g
.
T
h
ese
k
n
o
wled
g
e
s
ets
co
m
p
r
is
e
th
eir
p
ed
ag
o
g
ical
co
m
p
et
en
ce
th
at
co
u
l
d
b
e
e
n
h
an
ce
d
m
o
r
e
th
r
o
u
g
h
th
eir
in
ter
n
s
h
ip
p
r
o
g
r
am
.
T
ea
c
h
in
g
in
ter
n
s
h
ip
is
a
g
atew
ay
th
r
o
u
g
h
wh
ich
P
T
s
b
ec
o
m
e
ca
p
ab
le
an
d
ca
n
ap
p
l
y
th
eir
co
n
ten
t
an
d
p
ed
ag
o
g
ical
k
n
o
wled
g
e
[
3
6
]
.
T
h
e
in
ter
n
s
h
ip
e
x
p
er
ien
c
e
is
a
v
ital
p
h
ase
th
at
h
elp
s
P
T
s
to
g
r
o
w
f
r
o
m
b
ei
n
g
s
tu
d
e
n
t
teac
h
er
s
to
f
u
ll
-
f
led
g
e
d
p
r
o
f
ess
io
n
als
[
3
7
]
wh
o
d
e
v
elo
p
p
r
o
f
ess
io
n
al
an
d
m
o
r
al
eth
ics
an
d
p
r
o
f
icien
t
s
k
ills
in
p
ed
ag
o
g
ic
al
s
tr
ateg
ies
[
3
8
]
.
T
h
e
p
r
o
s
p
e
ctiv
e
teac
h
er
s
’
co
n
ten
t
k
n
o
wl
ed
g
e
an
d
p
e
d
ag
o
g
y
m
ay
b
e
f
u
r
t
h
er
e
n
h
an
ce
d
th
r
o
u
g
h
th
eir
i
n
ter
n
s
h
ip
j
o
u
r
n
ey
.
T
h
e
PTs
co
u
ld
b
e
g
u
id
ed
b
y
th
e
co
o
p
er
atin
g
teac
h
er
o
r
cr
itic
teac
h
er
th
r
o
u
g
h
ch
ec
k
in
g
th
eir
less
o
n
p
l
an
s
,
cr
itiq
u
in
g
th
eir
in
s
tr
u
cti
o
n
al
m
ate
r
ials
,
an
d
o
b
s
er
v
in
g
t
h
eir
ac
tu
al
class
r
o
o
m
teac
h
in
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
3
,
Sep
tem
b
er
2
0
2
1
:
798
-
8
0
6
804
I
m
m
er
s
io
n
to
t
h
e
ac
tu
al
wo
r
k
p
lace
is
a
n
o
th
er
co
n
ce
p
tio
n
o
f
th
e
PTs
o
n
teac
h
in
g
in
ter
n
s
h
ip
.
T
h
e
teac
h
in
g
p
r
ac
ticu
m
h
elp
s
P
T
s
b
r
id
g
e
th
eo
r
y
t
o
p
r
ac
tice
an
d
p
r
o
g
r
ess
p
r
o
f
ess
io
n
al
ly
th
r
o
u
g
h
ac
tu
al
ex
p
er
ien
ce
s
[
3
9
]
.
I
t
is
cr
itical
f
o
r
th
e
teac
h
in
g
i
n
ter
n
s
h
ip
p
r
o
g
r
am
t
o
in
tr
o
d
u
ce
th
e
P
T
s
to
ac
tu
al
class
r
o
o
m
in
s
tr
u
ctio
n
al
ex
p
er
ie
n
ce
s
th
at
will
allo
w
th
em
to
r
ea
lize
th
e
co
n
n
e
ctio
n
o
f
th
eo
r
y
to
te
ac
h
in
g
an
d
p
r
ac
tic
e
[
4
0
]
.
L
astl
y
,
th
e
PTs
s
aw
p
r
ac
ticu
m
teac
h
in
g
as
an
u
ltima
te
p
ath
to
war
d
s
b
ec
o
m
in
g
a
teac
h
er
.
T
h
e
in
ter
n
s
h
ip
p
r
o
g
r
a
m
is
th
e
f
in
al
co
u
r
s
e
th
at
PTs
n
ee
d
to
tak
e
in
o
r
d
er
t
o
f
in
is
h
a
d
e
g
r
ee
in
teac
h
in
g
.
T
h
ey
ca
n
th
en
a
p
p
ly
f
o
r
a
licen
s
u
r
e
ex
am
i
n
atio
n
b
ef
o
r
e
teac
h
i
n
g
in
p
r
iv
ate
an
d
p
u
b
lic
s
ch
o
o
ls
in
th
e
Ph
ilip
p
i
n
es.
I
t
is
cr
itical
th
at
th
e
s
tu
d
en
ts
tak
e
th
eir
in
ter
n
s
h
ip
p
r
o
g
r
am
s
er
io
u
s
ly
to
b
e
e
q
u
ip
p
e
d
with
t
h
e
n
ec
ess
ar
y
k
n
o
wled
g
e,
s
k
ills
,
an
d
v
alu
es
n
ee
d
e
d
in
th
e
ac
tu
al
t
ea
ch
in
g
w
o
r
k
p
lace
.
T
ea
ch
i
n
g
p
r
ac
tice
is
a
n
ess
en
tial
s
h
ar
e
o
f
teac
h
e
r
tr
ain
in
g
[
4
1
]
.
T
ea
c
h
in
g
is
n
o
t
o
n
ly
ab
o
u
t
b
ein
g
awa
r
e
o
f
th
e
i
n
s
tr
u
ctio
n
al
th
eo
r
ies
an
d
ten
ets
b
u
t
also
ab
o
u
t
ap
p
licatio
n
an
d
p
r
a
ctice
[
4
2
]
.
Pra
cticu
m
is
r
eq
u
ir
ed
in
ea
r
n
in
g
a
teac
h
er
ed
u
ca
tio
n
d
eg
r
ee
an
d
b
e
f
o
r
e
b
ec
o
m
in
g
a
f
u
ll
-
f
led
g
ed
ed
u
ca
to
r
[
2
6
]
.
E
x
p
o
s
in
g
th
e
p
r
o
s
p
ec
tiv
e
teac
h
er
s
in
th
e
ac
tu
al
wo
r
k
p
lace
co
u
ld
im
m
er
s
e
th
em
in
th
e
ac
tu
al
p
r
o
ce
s
s
es
in
th
e
ed
u
ca
tio
n
al
s
ettin
g
to
in
clu
d
e
d
ea
lin
g
wit
h
d
iv
er
s
e
lear
n
er
s
,
cu
r
r
icu
lu
m
p
lan
n
i
n
g
,
ass
ess
in
g
,
a
n
d
r
ep
o
r
tin
g
,
a
n
d
o
th
er
tea
ch
in
g
r
esp
o
n
s
ib
ilit
ies.
Th
is
p
ap
er
p
r
o
v
id
ed
s
o
m
e
c
o
n
f
ir
m
atio
n
f
o
r
th
e
r
esu
lts
o
f
p
r
e
v
io
u
s
in
v
esti
g
atio
n
s
.
I
n
t
er
n
s
h
ip
is
co
n
s
id
er
ed
as
a
b
r
id
g
e
to
th
e
r
ea
l
wo
r
ld
o
f
wo
r
k
as
s
tu
d
en
ts
h
av
e
th
e
c
h
an
ce
t
o
ap
p
l
y
th
eo
r
etica
l
an
d
p
r
ac
tical
k
n
o
wled
g
e
o
b
tain
e
d
in
a
cl
ass
r
o
o
m
to
th
e
ac
t
u
al
wo
r
k
s
ettin
g
[
4
3
]
-
[
4
6
]
.
T
h
is
p
ap
er
'
s
f
in
d
in
g
s
also
co
r
r
o
b
o
r
ate
in
th
e
p
r
ev
io
u
s
s
tu
d
ies
th
at
in
ter
n
s
h
ip
p
r
o
g
r
am
also
en
h
an
ce
s
th
e
PTs’
p
ed
ag
o
g
ical
co
m
p
ete
n
ce
an
d
p
r
o
f
ess
io
n
al
b
elief
s
[
4
7
]
,
[
4
8
]
.
T
h
e
in
d
iv
id
u
al
s
ch
e
m
a
o
f
p
r
o
s
p
ec
tiv
e
teac
h
er
s
is
a
p
r
o
d
u
ct
o
f
th
eir
n
u
m
er
o
u
s
en
co
u
n
te
r
s
with
t
h
eir
s
tu
d
en
ts
,
teac
h
er
s
,
p
ar
en
ts
,
an
d
s
ch
o
o
l
ad
m
in
is
tr
ato
r
s
.
T
h
e
teac
h
in
g
in
ter
n
s
h
ip
co
n
ce
p
ts
em
er
g
e
d
f
r
o
m
t
h
e
m
etap
h
o
r
ic
im
ag
es
cu
lled
o
u
t
f
r
o
m
th
e
p
ar
t
icip
an
ts
'
r
esp
o
n
s
es
ex
h
ib
ited
r
ich
e
x
p
er
ien
ce
s
in
th
eir
jo
u
r
n
e
y
as
s
tu
d
en
t
teac
h
er
s
.
Mo
r
eo
v
e
r
,
th
e
p
a
r
ticip
an
ts
'
d
if
f
icu
lties
an
d
s
tr
u
g
g
les
en
tailed
in
th
e
tr
ain
i
n
g
p
r
o
ce
s
s
wer
e
v
iewe
d
p
o
s
itiv
ely
an
d
s
ee
th
ese
ch
allen
g
es
as
d
r
iv
in
g
f
o
r
ce
s
t
o
b
ec
o
m
in
g
b
etter
wo
u
ld
-
b
e
tea
ch
er
s
.
T
h
e
p
r
o
b
lem
s
o
f
h
a
n
d
li
n
g
b
ig
class
es,
s
h
o
r
tag
e
o
f
in
s
tr
u
ctio
n
al
f
ac
ilit
ies
,
an
d
ev
e
n
d
ea
lin
g
with
lear
n
er
s
with
d
iv
er
s
e
n
ee
d
s
wer
e
also
am
p
lifie
d
in
th
e
s
tu
d
en
t
i
n
ter
n
s
’
r
esp
o
n
s
es.
T
h
is
s
u
g
g
ests
an
ex
p
lan
atio
n
f
o
r
t
h
e
m
ix
e
d
r
esp
o
n
s
es
o
f
th
e
p
a
r
ticip
an
ts
u
s
in
g
p
o
s
itiv
e
an
d
n
eg
ativ
e
m
eta
p
h
o
r
ic
r
ep
r
esen
tatio
n
s
.
T
h
e
co
n
tr
ib
u
tio
n
o
f
th
is
q
u
alitativ
e
in
v
esti
g
atio
n
to
th
e
ex
is
tin
g
k
n
o
wled
g
e
is
th
e
ad
d
itio
n
al
d
ef
in
itio
n
o
f
teac
h
i
n
g
i
n
ter
n
s
h
ip
b
ased
o
n
th
e
cr
y
s
tallized
th
em
es.
T
ea
ch
in
g
in
ter
n
s
h
ip
is
an
u
ltima
te
p
at
h
to
war
d
s
b
ec
o
m
in
g
a
teac
h
er
an
d
an
en
d
less
lear
n
in
g
v
en
tu
r
e
wh
er
e
p
r
o
s
p
ec
tiv
e
teac
h
er
s
s
u
r
p
ass
r
ewa
r
d
in
g
o
b
s
tacle
s
as
th
ey
ass
u
m
e
th
e
r
o
le
o
f
a
s
u
r
r
o
g
ate
p
ar
en
t
i
n
th
eir
im
m
e
r
s
io
n
in
th
e
ac
t
u
a
l
wo
r
k
p
lace
wh
ile
en
h
an
cin
g
th
eir
p
ed
a
g
o
g
ical
co
m
p
eten
ce
.
An
o
th
e
r
co
n
tr
ib
u
tio
n
o
f
th
e
s
tu
d
y
is
th
e
u
s
e
o
f
m
etap
h
o
r
ical
an
aly
s
is
in
teac
h
er
ed
u
ca
tio
n
in
th
e
lo
ca
l
co
n
tex
t.
T
h
e
u
s
e
o
f
m
etap
h
o
r
s
is
v
er
y
im
p
o
r
tan
t
to
p
r
o
b
e
th
e
co
n
ce
p
tio
n
s
,
p
er
s
p
ec
tiv
es a
n
d
ex
p
er
ien
ce
s
o
f
a
n
y
g
r
o
u
p
o
f
in
d
iv
id
u
als,
s
u
ch
as p
r
o
s
p
ec
tiv
e
teac
h
er
s
,
to
h
av
e
a
g
en
er
al
p
ictu
r
e
o
f
w
h
at
th
ey
s
ee
,
th
in
k
,
a
n
d
f
ee
l.
4.
CO
NCLU
SI
O
N
Th
is
q
u
alitativ
e
in
q
u
ir
y
d
escr
ib
ed
th
e
Fil
ip
in
o
p
r
o
s
p
ec
tiv
e
teac
h
er
s
’
(
PT)
co
n
ce
p
tio
n
s
o
f
teac
h
in
g
in
ter
n
s
h
ip
.
T
h
e
Fil
ip
in
o
PTs’
v
iewe
d
teac
h
in
g
in
ter
n
s
h
ip
a
s
an
en
d
less
lear
n
i
n
g
v
en
tu
r
e
,
a
r
ewa
r
d
in
g
o
b
s
tacle
to
s
u
r
p
ass
,
a
ch
an
ce
to
b
e
a
s
u
r
r
o
g
ate
p
ar
en
t,
an
e
n
h
an
ce
m
en
t
o
f
p
ed
a
g
o
g
ical
co
m
p
eten
c
e,
an
im
m
er
s
io
n
in
th
e
ac
tu
al
wo
r
k
p
lace
,
an
d
an
u
ltima
te
p
ath
to
war
d
s
b
ec
o
m
in
g
a
teac
h
er
.
T
h
e
p
er
s
p
ec
t
iv
es
cu
lled
f
r
o
m
th
e
s
tu
d
y
m
ay
s
er
v
e
as
a
b
asis
f
o
r
f
u
r
th
e
r
s
tu
d
ies.
Fu
r
th
er
,
th
ese
co
n
ce
p
tio
n
s
m
ay
s
er
v
e
as
a
clar
io
n
ca
ll
to
teac
h
er
ed
u
ca
tio
n
in
s
t
itu
tio
n
s
(
T
E
I
s
)
,
s
p
ec
if
ically
th
e
teac
h
i
n
g
in
te
r
n
s
h
ip
co
o
r
d
in
ato
r
s
,
to
r
ev
is
it
th
e
p
r
o
g
r
am
an
d
alig
n
th
is
in
t
h
e
2
1
s
t
-
ce
n
tu
r
y
lear
n
in
g
lan
d
s
ca
p
e
a
n
d
f
o
r
E
d
u
ca
tio
n
4
.
0
as
we
f
ac
e
th
e
v
o
latile,
u
n
ce
r
tain
,
co
m
p
lex
,
am
b
ig
u
o
u
s
,
d
is
r
u
p
ti
v
e
an
d
d
iv
e
r
s
e
(
VUCAD
2
)
w
o
r
ld
.
Sin
ce
th
e
C
OVI
D
-
1
9
p
a
n
d
em
ic
ag
g
r
av
ates
th
e
VUCAD
2
wo
r
ld
,
T
E
I
s
m
a
y
r
eth
in
k
a
n
d
r
ev
is
it
th
e
p
o
lici
es,
s
tan
d
ar
d
s
,
a
n
d
g
u
id
elin
es o
f
th
e
co
n
d
u
ct
o
f
t
h
e
teac
h
in
g
in
ter
n
s
h
ip
in
th
e
p
o
s
t
-
C
OVI
D
er
a.
T
h
e
s
tu
d
en
t
s
’
ac
tu
al
o
r
liv
ed
ex
p
e
r
ien
c
es
m
ay
s
er
v
e
as
a
re
f
er
en
ce
to
b
etter
im
p
r
o
v
e
t
h
e
teac
h
in
g
in
ter
n
s
h
ip
p
r
o
g
r
a
m
in
T
E
I
s
an
d
p
r
o
d
u
ce
m
o
r
e
ef
f
ec
tiv
e,
g
lo
b
ally
co
m
p
etitiv
e
,
an
d
in
d
u
s
tr
y
-
r
ea
d
y
teac
h
er
s
in
th
e
f
u
tu
r
e.
I
n
t
h
is
r
esp
ec
t,
T
E
I
s
n
ee
d
to
r
ev
i
ew
th
e
p
o
licies
an
d
p
r
o
g
r
a
m
s
in
r
elatio
n
to
th
e
s
tu
d
en
t im
m
er
s
i
o
n
as th
ese
m
an
if
ests
th
eir
m
etap
h
o
r
ic
im
ag
es o
f
th
e
p
r
o
g
r
am
.
T
h
e
p
r
e
-
s
er
v
ice
ed
u
ca
tio
n
s
tu
d
en
t
s
’
v
ar
io
u
s
m
etap
h
o
r
ic
r
ep
r
esen
tatio
n
s
o
n
teac
h
in
g
in
ter
n
s
h
ip
m
ay
in
f
l
u
en
ce
th
em
as th
ey
en
g
ag
e
in
t
h
e
tea
ch
in
g
ca
r
ee
r
af
ter
g
r
ad
u
ati
o
n
.
T
h
is
s
tu
d
y
o
n
ly
d
escr
ib
e
d
th
e
co
n
ce
p
tio
n
s
o
f
th
e
PTs
o
n
teac
h
in
g
in
ter
n
s
h
i
p
q
u
alitativ
el
y
th
r
o
u
g
h
wr
itten
n
ar
r
ativ
es.
Fu
r
th
er
r
es
ea
r
ch
er
s
m
a
y
em
p
lo
y
o
th
e
r
a
p
p
r
o
ac
h
es
s
u
c
h
as
d
o
o
d
lin
g
o
r
d
r
awin
g
to
v
alid
ate
th
e
p
r
esen
t
s
tu
d
y
'
s
f
in
d
in
g
s
.
T
h
is
s
tu
d
y
'
s
q
u
alitativ
e
r
esp
o
n
s
es
m
ay
lik
ew
is
e
b
e
u
s
ed
to
d
e
v
elo
p
a
s
u
r
v
e
y
to
o
l
to
d
escr
ib
e
PTs’
v
iews
o
n
te
ac
h
in
g
in
te
r
n
s
h
ip
.
Me
a
n
wh
ile
,
it
is
also
r
ec
o
m
m
en
d
e
d
to
in
clu
d
e
o
t
h
er
y
ea
r
lev
els
in
ex
p
lo
r
in
g
teac
h
er
ed
u
ca
tio
n
s
tu
d
en
ts
’
co
n
ce
p
tio
n
s
o
f
th
e
teac
h
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S
[1
]
J.
Ro
b
e
rtso
n
,
“
(Re
)c
re
a
ti
n
g
a
h
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g
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HERD
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e
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d
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0
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.
[On
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n
e
].
Av
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le:
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.
[2
]
M.
Be
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tz
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N.
M
e
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d
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lso
n
,
a
n
d
F
.
W.
Kro
n
,
“
Ho
w
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c
h
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iffere
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c
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ti
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les
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e
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2
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p
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2
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2
0
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.
[3
]
L.
S
tark
e
y
a
n
d
P
.
Ra
wlin
s,
“
S
tu
d
e
n
t
tea
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e
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lea
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n
g
d
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m
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x
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e
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ti
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n
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me
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Ne
tw
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rk
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o
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rn
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(
T
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N),
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l.
4
,
n
o
.
1
,
p
p
.
1
-
1
9
,
2
0
1
2
.
[4
]
B.
G
e
n
c
a
n
d
K.
Bu
y
u
k
k
a
rc
i,
“
An
a
ss
e
ss
m
e
n
t
o
f
p
re
-
se
rv
ice
lan
g
u
a
g
e
tea
c
h
e
rs’
p
ra
c
ti
c
u
m
o
b
se
rv
a
ti
o
n
f
o
rm
s:
d
e
sc
rip
ti
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e
o
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se
rv
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ti
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n
v
s.
c
rit
ica
l
o
b
se
rv
a
ti
o
n
,
”
Ed
u
c
a
ti
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l
Res
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o
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rn
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v
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2
,
n
o
.
2
,
p
p
.
8
3
-
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1
,
2
0
1
3
.
[5
]
A.
Co
sk
u
n
,
“
S
tres
s
in
En
g
li
sh
la
n
g
u
a
g
e
tea
c
h
in
g
p
ra
c
ti
c
u
m
:
th
e
v
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e
ws
o
f
a
ll
sta
k
e
h
o
ld
e
rs,”
Ha
c
e
tt
e
p
e
Ün
ive
rs
it
e
si
Eğ
it
im
F
a
k
ü
lt
e
si De
rg
isi
,
v
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l.
2
8
,
n
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2
8
-
3
,
p
p
.
9
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0
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2
0
1
3
.
[6
]
E.
C.
Ch
e
n
g
,
“
E
n
h
a
n
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t
h
e
q
u
a
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lea
rn
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ra
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m
,
”
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d
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c
ien
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e
s,
vo
l
.
1
,
p
p
.
6
-
1
6
,
2
0
1
3
.
[7
]
Z.
G
a
n
,
“
Lea
rn
in
g
to
tea
c
h
E
n
g
li
s
h
lan
g
u
a
g
e
in
t
h
e
p
ra
c
ti
c
u
m
:
W
h
a
t
c
h
a
ll
e
n
g
e
s d
o
n
o
n
-
n
a
ti
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d
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n
t
tea
c
h
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r
s
fa
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e
?
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stra
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o
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a
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r E
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ti
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n
,
v
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l.
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,
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o
.
3
,
p
p
.
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.
[8
]
D.
Ha
m
a
id
i,
I.
Al
-
S
h
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ra
,
Y.
Aro
u
ri,
a
n
d
F
.
A.
Aw
wa
d
,
“
S
t
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-
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p
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rsp
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ll
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s,
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r
o
p
e
a
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c
ien
ti
fi
c
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o
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rn
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l,
v
o
l
.
1
0
,
n
o
.
1
3
,
2
0
1
4
.
[9
]
B.
A.
Lek
e
-
a
teh
,
T
.
E.
B.
As
sa
n
,
a
n
d
J.
De
b
e
il
a
,
“
Tea
c
h
in
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p
ra
c
ti
c
e
fo
r
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e
2
1
st
c
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tu
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y
:
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ll
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d
p
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ts
fo
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ti
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e
No
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Wes
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P
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e
,
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o
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Afric
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,
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o
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rn
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,
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3
,
p
p
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2
7
9
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9
1
,
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0
1
3
.
[1
0
]
J.
Bo
sn
y
a
k
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n
d
N.
G
a
n
c
s,
“
Th
e
m
o
ti
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n
g
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g
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trai
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e
s,”
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o
rk
in
g
Pa
p
e
rs
in
L
a
n
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a
g
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d
a
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y
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l.
6
,
p
p
.
6
4
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7
8
,
2
0
1
2
.
[1
1
]
Z.
Ju
s
o
h
,
“
Tea
c
h
in
g
p
ra
c
ti
c
u
m
:
S
t
u
d
e
n
t
tea
c
h
e
rs’
p
e
rsp
e
c
ti
v
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s,”
In
FL
T
C
o
n
fer
e
n
c
e
Pro
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d
in
g
s
,
2
0
1
3
,
p
p
.
8
8
5
-
874
.
[On
li
n
e
].
A
v
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il
a
b
le:
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tt
p
:
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w.l
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.
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g
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.
[1
2
]
N.
Yu
so
f,
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Yu
so
f,
A.B.
M
.
Al
i,
C.
M
.
Yu
so
ff
,
M
.
N.
F
a
rz
a
,
a
n
d
N.B.
M
.
Na
wa
i
,
“
S
tu
d
e
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c
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rs
p
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p
ti
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wa
rd
s
tea
c
h
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ra
c
ti
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u
m
p
r
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ra
m
m
e
,
”
In
ter
n
a
ti
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l
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o
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r
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l
o
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In
n
o
v
a
ti
o
n
Ed
u
c
a
t
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n
d
Re
se
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rc
h
,
vol
.
2
,
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.
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0
,
p
p
.
1
2
1
-
1
3
0
,
2
0
1
4
.
[1
3
]
H.
Ka
d
b
e
y
a
n
d
M
.
Dic
k
so
n
,
“
Emira
ti
p
re
-
se
rv
ice
tea
c
h
e
rs’
e
x
p
e
rien
c
e
s
o
f
tea
c
h
in
g
sc
ien
c
e
d
u
r
in
g
c
o
l
leg
e
in
tern
sh
ip
s,”
Ed
u
c
a
ti
o
n
,
Bu
sin
e
s
s
a
n
d
S
o
c
iety
:
Co
n
tem
p
o
ra
ry
M
i
d
d
le
Ea
ste
rn
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u
e
s
,
v
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l.
7
,
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o
.
4
,
p
p
.
2
1
6
-
2
2
8
,
2
0
1
4
.
[1
4
]
E.
L.
R.
Ab
u
lo
n
,
“
P
re
se
rv
ice
tea
c
h
e
rs’
m
o
ti
v
a
ti
o
n
re
late
d
to
c
a
re
e
r
c
h
o
ice
:
Th
e
c
a
se
o
f
P
NU
BECE
D
a
n
d
BEE
D
stu
d
e
n
ts
,
”
T
h
e
N
o
rm
a
l
L
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h
ts,
v
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o
.
1
,
p
p
.
6
8
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9
,
2
0
1
2
.
[1
5
]
E.
L.
R.
Ab
u
lo
n
a
n
d
T
.
T.
Ru
n
g
d
u
in
,
“
A
n
a
rra
ti
v
e
a
n
a
l
y
sis
o
f
c
o
n
v
e
rsa
ti
o
n
s
wit
h
g
ra
d
u
a
tes
wh
o
d
id
n
o
t
p
u
rs
u
e
tea
c
h
in
g
:
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n
p
u
ts
t
o
tea
c
h
e
r
e
d
u
c
a
ti
o
n
p
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icie
s
in
t
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e
P
h
il
ip
p
in
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s,
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In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
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tu
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s
in
Ed
u
c
a
ti
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n
,
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l
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o
.
2
,
p
p
.
1
3
–
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7
,
2
0
1
5
.
[1
6
]
E.
L.
R.
Ab
u
lo
n
a
n
d
M
.
Ba
lag
tas
,
“
A
p
h
e
n
o
m
e
n
o
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ra
p
h
ic
in
q
u
ir
y
o
n
th
e
c
o
n
c
e
p
t
o
f
c
o
m
p
e
te
n
c
e
a
m
o
n
g
F
il
ip
i
n
o
tea
c
h
e
rs,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
S
t
u
d
ies
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n
E
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ti
o
n
,
v
o
l.
5
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o
.
3
,
p
p
.
9
1
-
1
0
4
,
2
0
1
6
.
[1
7
]
E.L.
R.
Ab
u
lo
n
,
“
Ba
sic
e
d
u
c
a
ti
o
n
tea
c
h
e
rs’
c
o
n
c
e
p
t
o
f
e
ffe
c
ti
v
e
tea
c
h
in
g
:
In
p
u
ts
to
tea
c
h
e
r
e
d
u
c
a
ti
o
n
c
u
rricu
l
u
m
i
n
th
e
P
h
il
ip
p
i
n
e
s
,”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
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l
o
f
Res
e
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rc
h
S
t
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d
ies
in
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d
u
c
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ti
o
n
,
v
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l
.
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.
3
,
p
p
.
3
5
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8
,
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0
1
4
.
[1
8
]
M
.
A.
Bu
st
o
s
-
Oro
sa
,
“
In
q
u
iri
n
g
in
to
F
il
ip
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h
e
rs’
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e
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ti
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g
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y
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”
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2
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p
p
.
1
5
7
–
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1
,
2
0
0
8
.
[1
9
]
D.V.
Ro
g
a
y
a
n
Jr
,
“
Wh
y
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u
n
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F
il
ip
i
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”
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Pa
c
if
ic
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Res
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.
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0
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0
1
8
.
[2
0
]
L.
P
.
Re
lo
n
,
“
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tern
sh
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wa
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h
o
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e
:
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n
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,
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Pa
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J
o
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ry
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8
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.
3
,
p
p
.
1
8
-
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9
,
2
0
2
0
.
[2
1
]
M
.
B.
Ulla,
“
P
re
-
se
rv
ice
tea
c
h
e
r
train
in
g
p
ro
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ra
m
s
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th
e
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ip
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in
e
s:
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e
stu
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e
n
t
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h
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rs
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ra
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ti
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u
m
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e
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.
3
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p
.
2
3
5
-
2
5
0
,
2
0
1
6
.
[2
2
]
R
.
B.
M
a
h
in
a
y
,
“
Co
n
tex
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u
a
l
p
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rfo
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li
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].
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.
[2
3
]
M
.
G
.
Tan
g
a
ro
,
M
.
G
,
“
S
tu
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tern
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a
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li
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s
:
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sis
fo
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tern
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ip
p
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m
,
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Ad
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6
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p
p
.
4
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6
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2
0
1
9
.
[2
4
]
D.J.
Ti
n
d
o
we
n
,
J.
Ba
n
g
i,
a
n
d
C.
P
a
ra
ll
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g
,
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re
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ter
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Res
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.
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p
.
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N.V.
M
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sig
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,
“
P
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i
n
tern
sh
i
p
su
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1
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8
.
[2
6
]
J.
P
.
Erf
e
,
e
t
a
l.
,
“
Th
e
r
o
a
d
to
tea
c
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in
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,
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Asia
Pa
c
if
ic
Hig
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1
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4
,
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0
2
0
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[2
7
]
C.
D.L
.
Ca
ril
l
o
,
“
F
i
li
p
i
n
o
p
re
‐se
rv
ice
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d
u
c
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ti
o
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st
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ts'
p
re
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n
c
e
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ti
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s
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ro
les
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s”
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a
-
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c
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o
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rn
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o
l.
35
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2
,
p
p
.
1
9
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7
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0
7
.
[2
8
]
P.
N.
Va
l
d
e
z
a
n
d
J.
Vill
o
re
n
te
-
S
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a
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.
.
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.
.
:
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l
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s,”
Pr
o
c
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d
in
g
s
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ter
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ti
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l.
2
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4
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1
3
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.
[2
9
]
G
.
Lak
o
ff
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n
d
M
.
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e
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9
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[3
0
]
M
.
A.
M
a
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z
,
N.
S
a
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led
a
,
a
n
d
G
.
L.
Hu
b
e
r,
“
M
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tap
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s
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lu
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.
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7
,
p
p
.
9
6
5
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9
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7
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2
0
0
1
.
[3
1
]
A.
S
a
b
a
n
,
“
A
Tu
r
k
ish
p
r
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fil
e
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f
p
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v
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n
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l.
1
9
,
p
p
.
8
2
9
–
8
4
6
,
2
0
0
3
.
[3
2
]
D.
Ho
lt
-
Re
y
n
o
ld
s,
“
Wh
a
t
d
o
e
s
t
h
e
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c
h
e
r
d
o
?
Co
n
str
u
c
ti
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p
e
d
a
g
o
g
ies
a
n
d
p
ro
s
p
e
c
ti
v
e
tea
c
h
e
rs’
b
e
li
e
fs
a
b
o
u
t
th
e
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o
f
a
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h
e
r,
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e
a
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d
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d
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ti
o
n
,
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o
l.
1
6
,
p
p
.
2
1
–
3
2
,
2
0
0
0
.
[3
3
]
J.H.
S
tro
n
g
e
,
T
.
J.
Ward
,
P
.
D.
T
u
c
k
e
r,
a
n
d
J.L
.
Hi
n
d
m
a
n
,
“
W
h
a
t
is
th
e
re
latio
n
sh
i
p
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e
twe
e
n
tea
c
h
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r
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a
li
ty
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n
d
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d
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n
t
a
c
h
iev
e
m
e
n
t?
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e
x
p
l
o
r
a
to
ry
st
u
d
y
,
”
J
o
u
rn
a
l
o
f
Per
so
n
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l
Eva
lu
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ti
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n
E
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n
,
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l
.
2
0
,
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o
.
3
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4
,
p
p
.
1
6
5
-
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8
4
,
2
0
0
7
.
[3
4
]
P
.
G
ro
o
ten
b
o
e
r,
“
Th
e
imp
a
c
t
o
f
th
e
sc
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b
a
se
d
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ra
c
ti
c
u
m
o
n
p
re
-
se
rv
ice
tea
c
h
e
rs’
a
ffe
c
ti
v
e
d
e
v
e
lo
p
m
e
n
t
i
n
m
a
th
e
m
a
ti
c
s,”
M
a
th
e
ma
ti
c
s T
e
a
c
h
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r E
d
u
c
a
ti
o
n
a
n
d
De
v
e
lo
p
me
n
t
,
v
o
l.
7
,
pp
.
1
8
-
3
2
,
2
0
0
6
.
[3
5
]
K.
C.
G
o
h
,
A.
Wo
n
g
,
D.
Ch
o
y
,
a
n
d
J.
Tan
,
“
Co
n
fid
e
n
c
e
lev
e
ls
a
fter
p
ra
c
ti
c
u
m
e
x
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rien
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S
in
g
a
p
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re
:
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n
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to
ry
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,
”
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o
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rn
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E
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Po
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l.
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o
.
2
,
p
p
.
1
2
1
-
1
4
0
,
2
0
0
9
.
[3
6
]
J.M
.
Al
len
,
a
n
d
D.
P
e
a
c
h
,
“
Ex
p
lo
rin
g
c
o
n
n
e
c
ti
o
n
s b
e
twe
e
n
th
e
in
-
f
ield
a
n
d
o
n
c
a
m
p
u
s
c
o
m
p
o
n
e
n
ts o
f
a
p
re
-
se
rv
ice
tea
c
h
e
r
e
d
u
c
a
ti
o
n
p
r
o
g
ra
m
:
a
stu
d
e
n
t
p
e
rsp
e
c
ti
v
e
,
”
Asi
a
-
Pa
c
if
ic
J
o
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rn
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C
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ra
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Ed
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,
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l.
8
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o
.
1
,
p
p
.
2
3
-
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6
,
2
0
0
7
.
[3
7
]
D.
Allso
p
p
,
D.
De
M
a
rie,
P
.
Alv
a
re
z
-
M
c
Ha
tt
o
n
,
a
n
d
E
.
Do
o
n
e
,
“
Brid
g
i
n
g
t
h
e
g
a
p
b
e
twe
e
n
th
e
o
r
y
a
n
d
p
ra
c
ti
c
e
:
c
o
n
n
e
c
ti
n
g
c
o
u
rse
s with
f
ield
e
x
p
e
rien
c
e
s,”
T
e
a
c
h
e
r E
d
u
c
a
ti
o
n
Qu
a
rte
rly
,
v
o
l.
3
3
,
n
o
.
1
,
p
p
.
1
9
-
3
5
,
2
0
0
6
.
[3
8
]
J.H.
Va
n
-
Drie
l,
D.
Be
ij
a
a
rd
,
a
n
d
N.
Ve
rlo
o
p
,
“
P
ro
fe
ss
io
n
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l
d
e
v
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,
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o
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[3
9
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I.
Hu
ss
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in
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a
n
d
S
.
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a
h
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o
d
,
“
P
ra
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i
p
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ro
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ir
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re
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train
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g
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r
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ra
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o
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rn
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[4
0
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a
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d
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[4
1
]
E.
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.
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g
u
n
d
u
a
n
d
S
.
T
.
Na
y
imu
li
,
“
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Af
ric
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J
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l.
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.
[4
2
]
S
.
Ra
h
m
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wa
ti
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n
d
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.
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r
n
iaw
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n
,
“
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icin
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d
o
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ian
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EA
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P
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il
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p
p
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s:
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p
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ter
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[4
3
]
N.F
.
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in
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A.A.
Latif
,
M
.
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t,
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S
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h
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iro
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.
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m
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t,
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d
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.
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“
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tern
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1
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.
[4
4
]
V.O.
Ru
d
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,
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D.
Ca
rre
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n
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a
n
d
E
.
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.
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m
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o
,
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tu
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c
h
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rs'
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tary
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p
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s,”
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ive
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.
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p
.
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6
,
2
0
2
0
.
[4
5
]
P
.
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lv
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,
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.
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.
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ra
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o
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.
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.
Dia
s,
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tairwa
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tern
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ip
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ig
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p
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.
[4
6
]
H.
S
u
m
u
a
l
a
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d
G
.
J.
S
o
p
u
tan
,
“
En
trep
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ip
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strial
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s: M
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ter
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.
[4
7
]
P
.
M
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sk
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r,
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Was
sin
k
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n
d
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Ba
k
k
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ip
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ise
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[4
8
]
T.
Zu
lfi
k
a
r,
N.
Nid
a
wa
ti
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S
.
Kh
a
sin
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h
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n
d
I.
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sa
ri,
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d
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ip
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d
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rn
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l.
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.
1
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p
p
.
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-
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5
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0
2
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.
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