European Journal of Teacher Education

European Journal of Teacher Education

 Vol. 40, n°2, 4/2017

• The complexity of learning and teaching: challenges for teacher education, Kay Livingston
• Bibliometric characteristics of articles on key competences indexed in ERIC from 1990 to 2013, Francesc Buscà Donet, Alba Ambròs Pallares & Sílvia Burset Burillo
• Raising the standard: contradictions in the theory of student-teacher learning, Alaster Scott Douglas
• If I experience formative assessment whilst studying at university, will I put it into practice later as a teacher? Formative and shared assessment in Initial Teacher Education (ITE), Carolina Hamodi, Víctor Manuel López-Pastor & Ana Teresa López-Pastor
• Inquiry of pre-service teachers’ concern about integrating Web 2.0 into instruction, Yungwei Hao & Kathryn S. Lee
• Challenges faced by pre-service chemistry teachers teaching in a laboratory and their solution proposals, Ayse Yalcin-Celik, Hakki Kadayifci, Sinem Uner & Nurcan Turan-Oluk
• Discomfort as a means of pre-service teachers’ professional development – an action research as part of the ‘Research Literacy’ course, Aliza Amir, Daphna Mandler, Sara Hauptman & Dvora Gorev
• Teachers’ intuitive interaction competence and how to learn it, Anne Marit Valle
• Positionings in an immature triad in teacher education, Torunn Klemp & Vivi Nilssen
• ‘Trying, failing, succeeding, and trying again and again’: perspectives of teachers of pupils with severe profound multiple learning difficulties, Phyllis Jones & Michael W. Riley

http://www.tandfonline.com/toc/cete20/40/2