Τετάρτη, 20 Δεκεμβρίου 2017

European Journal of Teacher Education

European Journal of Teacher Education


  Vol. 41, n°1, 1/2018

 Teacher educator


  • Tensions and possibilities in teacher educators’ roles and professional development, Maria Assunção Flores
  • A teacher educator’s lessons learned from reflective practice, Tom Russell
  • Teacher educators developing professional roles: frictions between current and optimal practices, Wil Meeus, Wouter Cools & Inge Placklé
  • Teacher educators as curriculum developers: exploration of a professional role, Marina Bouckaert & Quinta Kools
  • Critical moments in the process of educational change: understanding the dynamics of change among teacher educators, David L. Brody & Linor Lea Hadar
  • Tensions in the work context of teacher educators in a School of Education in Trinidad and Tobago: a case study, Jennifer Yamin-Ali
  • Uncovering a hidden professional agenda for teacher educators: A mixed method study on Flemish teacher educators and their professional development, Hanne Tack, Martin Valcke, Isabel Rots, Katrien Struyven & Ruben Vanderlinde
  • Constructivism as a framework for literacy teacher education courses: the cases of six literacy teacher educators, Clare Kosnik, Lydia Menna, Pooja Dharamshi & Clive Beck
  • Towards an ‘international forum for teacher educator development’: an agenda for research and action, Geert Kelchtermans, Kari Smith & Ruben Vanderlinde



http://www.tandfonline.com/toc/cete20/41/1

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