JACOBS, C. Contextually responsive and knowledge-focused teaching: disrupting the notion of ‘best practices’. Critical Studies in Teaching and Learning, [S. l.], v. 9, n. SI, 2023. DOI: 10.14426/cristal.v9iSI.1782. Disponível em: https://epubs.ac.za/index.php/cristal/article/view/1782. Acesso em: 3 jul. 2024.