Teachers’ voices as readers: What teachers say about their reading experiences and its impact on their teaching: A phenomenological case study

Lezama, Stacey2012-07-302012-07-302012-07-30https://hdl.handle.net/2139/13156enTeacher attitudesCase studiesReading instructionUrban schoolsSecondary school teachersEnglish teachersTrinidad and TobagoTeachers’ voices as readers: What teachers say about their reading experiences and its impact on their teaching: A phenomenological case studyOther