Teaching and Teacher Education
Référence :
Vol. 22, n°7, octobre 2006
Thème :
Marginalised pedagogues?: International studies of the work and identities of contemporary educators teaching 'minority' learners
Guest editors’ introduction to special theme issue: Marginalised pedagogues?, Emilio A. Anteliz, Phyllida Coombes and Patrick Alan Danaher
From the margins to the centre: The power of transformative learning in Australia, Phyllida Coombes and Geoff Danaher
Assigned to the margins: Teachers for minority and immigrant communities in Japan, June A. Gordon
The teacher education curriculum and the world of work: A study of teachers of disadvantaged children in Nigeria, Abdurrahman Umar
Along the margins, across the borders: Teaching and learning among Veneto attrazionisti viaggianti in Italy, Francesca Gobbo
The politics of domestication and curriculum as pasture in the United States, Alberto J. Rodriguez
Resilience under fire: Perspectives on the work of experienced, inner city high school teachers in the United States, Gerald J. Brunetti
Writing the queer self: Using autobiography to mediate inclusive teacher education in Canada, André P. Grace
‘Minorities’, ‘margins’, ‘misfits’ and ‘mainstreams’, Helen Currie
Increasing the use of evidence-based strategies by special education teachers: A collaborative approach, Albert J. Duchnowski, Krista Kutash, Susan Sheffield and Bobbie Vaughn
Partnering to prepare urban math and science teachers: Managing tensions, Matthew Miller, G. Williamson McDiarmid and Sally Luttrell-Montes
Trying on a new pair of shoes: Urban teacher–learners conduct research and construct knowledge in their own classrooms, Megan Blumenreich and Beverly Falk
Educating for learning-focused teaching in teacher training: The need to link learning content with practice experiences within an inductive approach, Wouter Schelfhout, Filip Dochy, Steven Janssens, Katrien Struyven, Sarah Gielen and Eline Sierens
Using metaphor in mathematics teacher preparation, Andrew Noyes
The nature and substance of cooperating teacher reflection, Anthony Clarke
Lesson study, collaboration and teacher efficacy: Stories from two school-based math lesson study groups, Laurel D. Puchner and Ann R. Taylor
Differential effects of kindergarten teacher's beliefs about developmentally appropriate practice on their use of scaffolding following inservice training, Yeung Suk Lee, Jeesook Baik and Rosalind Charlesworth
The beliefs and perceptions of pre-service teachers enrolled in a subject-area dominant teacher education program about “Effective Education”, S. Aslı Özgün-Koca and Ahmet İlhan Şen
Informations complémentaires :
http://www.sciencedirect.com/science?_ob=PublicationURL&_tockey=%23TOC%235976%232006%23999779992%23635232%23FLA%23&_cdi=5976&_pubType=J&view=c&_auth=y&_acct=C000054169&_version=1&_urlVersion=0&_userid=1673650&md5=d8821add3051f937921daf7801127ed8
