European Journal of Teacher Education

European Journal of Teacher Education Vol. 34, n°4, novembre 2011 Editorial, Kay Livingston The diverse facets of power in early childhood mentor–student teacher relationships, Eleni Loizou Investigating teachers’ professional learning in an advanced Master’s degree programme, C. Stephen White A case study of beginning science teachers’ subject matter (SMK) and pedagogical content knowledge (PCK) of teaching chemical reaction in Turkey, Muhammet Usak Emerging teachers–emerging identities: trust and accountability in the construction of newly qualified teachers in Norway, Germany, and England, Gerry Czerniawski Classroom observation: desirable conditions established by teachers, David Lasagabaster Pre-service teachers’ greater power to act in the classroom: analysis of the circumstances for professional development, Sylvie Moussay Factors that influence pre-service teachers’ ICT usage in education, Erdogan Tezci The importance of respect in teaching and learning: perspectives of final year pre-service teachers in a regional university in Ireland, Emmanuel O’Grady http://www.tandfonline.com/toc/cete20/34/4