Teaching and Teacher Education
Référence :
Vol.23, n°7, octobre 2007
Ethics in classroom assessment practices: Issues and attitudes, Susan K. Green, Robert L. Johnson, Do-Hong Kim and Nakia S. Pope
Evaluation of 2+2 alternative teacher performance appraisal program in Shanxi, People's Republic of China, Weiping Wang
“How will I get them to behave?”: Pre service teachers reflect on classroom management, Edy Hammond Stoughton
Differences in teachers’ comments on classroom events as indicators of their professional development, Edgar Krull, Kaja Oras and Sirje Sisask
Supporting novice elementary mathematics teachers’ induction in professional communities and providing innovative forms of pedagogical content knowledge development through information and communication technology, Nancy Dalgarno and Lynda Colgan
Communicating feedback in teaching practice supervision in a learning-oriented field experience assessment framework, Sylvia Yee Fan Tang and Alice Wai Kwan Chow
Preservice teachers’ culturally responsive teaching self-efficacy and outcome expectancy beliefs, Kamau Oginga Siwatu
The contribution of action-research to training teachers in intercultural education: A research in the field of Greek minority education, Kostas Magos
The impact of teacher preparation on responses to student aggression in the classroom, Heather K. Alvarez
Towards an articulation of expert classroom practice, Janet Ainley and Michael Luntley
Teaching portfolios, community, and pre-service teachers’ professional development, Susan Wray
Pupil guidance: An integral part of teacher education and development in Scotland?, Valerie Wilson, Stuart Hall and John Hall
Dilemmas in crossing the boundaries: From K-12 to higher education and back again, Cheryl J. Craig
Teachers’ mental health and teaching levels, Viviane Kovess-Masféty, Carmen Rios-Seidel and Christine Sevilla-Dedieu
Metaphorical duality: High school subject departments as both communities and organizations, Wayne Melville and John Wallace
Exploring the relationship between certification sources, experience levels, and classroom management orientations of classroom teachers, Janice Toterhi Ritter and Dawson R. Hancock
An examination of what metaphor construction reveals about the evolution of preservice teachers’ beliefs about teaching and learning, Aisling M. Leavy, Fiona A. McSorley and Lisa A. Boté
Informations complémentaires :
http://www.sciencedirect.com/science?_ob=PublicationURL&_tockey=%23TOC%235976%232007%23999769992%23663527%23FLA%23&_cdi=5976&_pubType=J&view=c&_auth=y&_acct=C000054169&_version=1&_urlVersion=0&_userid=1673650&md5=849294a6b1428dc128c8123a56767a1f
mot(s) clé(s) :
enseignant, formation des enseignants