Teaching and Teacher Education

Teaching and Teacher Education

  Vol. 31, 4/2013

• Re-storying practi Using stories about students to advance mathematics education reform, Tesha Sengupta-Irving, Elizabeth Redman, Noel Enyedy
• Professional experience as a wicked problem in initial teacher education, Erica Southgate, Ruth Reynolds, Peter Howley
• Curriculum integration in Singapore: Teachers' perspectives and practice, Chi Chung Lam, Theresa Alviar-Martin, Susan A. Adler, Jasmine B.-Y. Sim
• Working in boundary practices: Identity development and learning in partnerships for inclusive education, Federico R. Waitoller, Elizabeth B. Kozleski
• The distinctive features of joint participation in a community of learners, Alison Sewell, Alison St George, Joy Cullen
• Chinese language teachers' perception and implementation of self-regulated learning-based instruction, Kit Ling Lau
• Corrigendum to “Sense-making and structure in teachers' reception of educational reform. A case study on statistics in the mathematics curriculum”, Virginie März, Geert Kelchtermans
• Corrigendum to “Mentoring beginning teachers: What we know and what we don't”, Andrew J. Hobson, Patricia Ashby, Angi Malderez, Peter D. Tomlinson
Cross-validation of the Norwegian Teacher's Self-Efficacy Scale (NTSES), Lorenzo Avanzi, Massimo Miglioretti, Veronica Velasco, Cristian Balducci, Luca Vecchio, Franco Fraccaroli, Einar M. Skaalvik
• From the imagined to the practiced: A case study on novice EFL teachers' professional identity change in China, Hao Xu

A conceptual discussion of lesson study from a micro-political perspective: Implications for teacher development and pupil learning, Eisuke Saito, Matthew Atencio

 

 http://www.sciencedirect.com/science/journal/0742051X/31