Κυριακή, 4 Μαρτίου 2018

European Journal of Teacher Education

European Journal of Teacher Education


 Vol. 41, n°2, 4/2018


  • Identity development: what I notice about myself as a teacher, Ciarán Ó Gallchóir, Joanne O’Flaherty & Carmel Hinchion
  • The influence of experience on pre-service and novice teachers – the Croatian perspective, Alma Škugor & Marija Sablić
  • Teachers’ views on research as a model of CPD: implications for policy, Cathal de Paor & Timothy R. N. Murphy
  • Integrating curriculum: a case study of teaching Global Education, Kate Ferguson-Patrick, Ruth Reynolds & Suzanne Macqueen
  • Tensions and paradoxes in teaching: implications for teacher education, Miriam Ben-Peretz & Maria Assunção Flores
  • Newly qualified teachers’ professional digital competence: implications for teacher education, Greta Björk Gudmundsdottir & Ove Edvard Hatlevik
  • ‘I will do it but religion is a very personal thing’: teacher education applicants’ attitudes towards teaching religion in Ireland, Manuela Heinz, Kevin Davison & Elaine Keane
  • The value of the academic award in initial teacher education: key stakeholder perceptions of the masters level Postgraduate Certificate in Education in two English universities, Lorraine Thomas



https://www.tandfonline.com/toc/cete20/41/2
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