Abstract
The quality of education is broadly thought of as depending on the recruitment of good teachers, seen as professionals capable of acting along the lines of the “best practices” they have been taught. In this context, one may wonder why teachers sometimes have a hard time abandoning their “bad habits” for supposedly good ones whose relevance seems obvious to public policy makers, specialists of comparative research in education or teachers’ educators.
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Pesce, S. (2014). Edusemiotics of Educational Gestures. In: Semetsky, I., Stables, A. (eds) Pedagogy and Edusemiotics. Educational Futures Rethinking Theory and Practice , vol 62. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-857-2_14
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DOI: https://doi.org/10.1007/978-94-6209-857-2_14
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