FAJARDO, A. Stated vs. enacted beliefs: looking at pre-service teachers’ pedagogical beliefs through classroom interaction. Íkala, Revista de Lenguaje y Cultura, [S. l.], v. 18, n. 2, p. 37–57, 2013. DOI: 10.17533/udea.ikala.15013. Disponível em: https://revistas.udea.edu.co/index.php/ikala/article/view/15013. Acesso em: 22 jan. 2025.