Teaching and Teacher Education
Vol.38, n°2, 2/2014
- Getting reflection off the page: The challenges of developing support structures for pre-service teacher reflection, Andrea Gelfuso, Danielle V. Dennis
- Narrating professional development trajectories in the context of the Statecraft X game-based learning curriculum, Swati Mehrotra, Yam San Chee, Jing Chuan Ong
- Bilingual teachers' language strategies: The case of an Arabic–Hebrew kindergarten in Israel, Mila Schwartz, Abeer Asli
- Empowering teacher voices in an education policy discussion: Paradoxes of representation, Adam Lefstein, Hamutal Perath
- The role of context in teachers' concerns about the implementation of an innovative curriculum, Ping-Wai Kwok
- Barriers to implementing pedagogical change: The role of teachers' perceptions of risk, Deidre M. Le Fevre
- Teachers' perceptions of inquiry-based learning in urban, suburban, township and rural high schools: The context-specificity of science curriculum implementation in South Africa, Umesh Dewnarain Ramnarain
- Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach, Johannes König, Sigrid Blömeke, Patricia Klein, Ute Suhl, Andreas Busse, Gabriele Kaiser
- Making sense of a teaching programme for university academics: Exploring the longer-term effects, Martyn Stewart
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