Δευτέρα, 16 Δεκεμβρίου 2013

Teaching and Teacher Education

Teaching and Teacher Education


   Vol. 37, n°1, janvier 2014

  Scholarly Work Beyond Written Texts

 
  • Positioning the individual teacher in school-based learning for inclusion, Marietjie Oswald
  • Professional accreditation of initial teacher education programmes: Teacher educators' strategies—Between ‘accountability’ and ‘professional responsibility’?, Tone Dyrdal Solbrekke, Ciaran Sugrue
  • Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education, Jolien M. van Uden, Henk Ritzen, Jules M. Pieters
  • Operating in global educational contact zones: How pedagogical adaptation to local contexts may result in the renegotiation of the professional identities of English language teachers, James Scotland
  • A researcher-facilitator's reflection: Implementing a Singapore case of learning study, Yuen Sze Michelle Tan
  • Head start and the intensification of teaching in early childhood education, Robert V. Bullough, Kendra M. Hall-Kenyon, Kathryn L. MacKay, Esther E. Marshall
  • Universal principles transform national priorities: Bologna Process and Russian teacher education, Olena Aydarova
  • Delving into the meaning of productive reflection: A study of future teachers' reflections on representations of teaching, Deborah A. Moore-Russo, Jillian N. Wilsey
  • The impact of the organizational transfer climate on the use of teacher leadership competences developed in a post-initial Master's program, Marco Snoek, Monique Volman
  • Job pressure and ill-health in physical education teachers: The mediating role of psychological need thwarting, Kimberley Jane Bartholomew, Nikos Ntoumanis, Ricardo Cuevas, Chris Lonsdale
  • “Once hired, seldom gone”: The deliberation process of beginning teachers in Taiwan in deciding to stay in teaching, Hsiou-Huai Wang, Bih-Jen Fwu
  • How do teachers promote their students' lifelong learning in class? Development and first application of the LLL Interview, Julia Klug, Noreen Krause, Barbara Schober, Monika Finsterwald, Christiane Spiel
  • Resolving the chicken-or-egg causality dilemma: The longitudinal interplay of teacher knowledge and teacher beliefs, Sigrid Blömeke, Nils Buchholtz, Ute Suhl, Gabriele Kaiser
  • From ugly duckling to swan: Stories of novice teachers, Orna Schatz-Oppenheimer, N
  • urit Dvir
  • Alternative forms of teacher hiring in developing countries and its implications: A review of literature, Amita Chudgar, Madhur Chandra, Ayesha Razzaque
  • Special Issue Section: Scholarly Work Beyond Written Texts
  • Moving beyond text: Editorial for special issue, lisahunter, Theo Wubbels, Jean Clandinin, Mary Lynn Hamilton
  • Better than best practi Developing teaching and learning through dialogue. An Interview with Author, Dr. Adam Lefstein, M. Shaun Murphy
  • Broadening our lenses of perception to advance learning: An introduction to multilectics, Gene Fellner
  • Real-time teacher–student interactions: A Dynamic Systems approach, Helena J.M. Pennings, Jan van Tartwijk, Theo Wubbels, Luce C.A. Claessens, Anna C. van der Want, Mieke Brekelmans
  • Sharing seeing: Exploring photo-elicitation with children in two different cultural contexts, Carolyne Ali-Khan, Christina Siry
  • First steps into understanding teachers' visual perception of classroom events, Niek van den Bogert, Jan van Bruggen, Danny Kostons, Wim Jochems
  • Essential knowledge for academic performan Educating in the virtual world to promote active learning , Gwen Noteborn, Amber Dailey-Hebert, Katerina Bohle Carbonell, Wim Gijselaers
 http://onlinelibrary.wiley.com/doi/10.1111/jope.2013.47.issue-4/issuetoc

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