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Teaching and Teacher Education


Référence :  Vol. 22, n°8, novembre 2006

 
  • Teacher led school improvement: Teacher leadership in the UK, Daniel Muijs and Alma Harris
  • “Bumpy moments” in teaching: Reflections from practicing teachers, Molly E. Romano
  • Teacher education for a democratic society in England and South Africa, Clive Harberand Jeff Serf
  • Cultural considerations in teachers’ perceptions of student classroom behavior and achievement, Kenneth M. Tyler, A. Wade Boykin and Tia R. Walton
  • Developing different forms of student feedback to promote teacher reflection: A 10-year collaboration, Garry Hoban and Geoff Hastings
  • Developing fundamental principles for teacher education programs and practices, Fred Korthagen, John Loughran and Tom Russell
  • Emotional intelligence and components of burnout among Chinese secondary school teachers in Hong Kong, David W. Chan
  • Mentoring beginning teachers in secondary schools: An analysis of practice, Jennifer Harrison, Sue Dymoke and Tony Pell
  • Education faculty students’ tendencies and beliefs about the teacher's role in education: A case study in a Turkish University, Ayşe Ottekin Demirbolat
  • Teaching portfolios in higher education and their effects: An explorative study, Catherine De Rijdt, Eva Tiquet, Filip Dochy and Maurice Devolder
  • Autonomy through pedagogical research, Kathryn Castle
  • The paradox of administrative control in fostering teacher professional development, Judith Haymore Sandholtz and Samantha Paredes Scribner
  • Conditions for successful field experiences: Perceptions of cooperating teachers, Barbara Graham
  • The success and failure of one mandated reform for young children, Ellen McIntyre and Diane W. Kyle
  • Simplified language materials—Their usage and value to teachers and support staff in mainstream settings, Jonathan Rix

    Informations complémentaires :
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