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Teaching and Teacher Education


Référence :  Vol.25, n°2, février 2009

 
  • Narrative inquiry for teacher education and development: Focus on English as a foreign language in China, Shijing Xu, F. Michael Connelly
  • Exploring prospective teachers' critical thinking: Case-based pedagogy and the standards of professional practice, Lorenzo Cherubini
  • The association of school environment to student teachers' satisfaction and teaching commitment, Shwu-yong L. Huang, Hersh C. Waxman
  • How to capture growth? – Video narratives as an instrument for assessment in teacher education, Anne Bannink
  • Situated in school scripts: Contextual early childhood teaching, Jolyn Blank
  • Teachers' views on understanding evolutionary theory: A PCK-study in the framework of the ERTE-model, Esther M. van Dijk
  • “Muddying the clear waters”: Teachers' take-up of the linguistic idea of revoicing, Beth Herbel-Eisenmann, Corey Drake, Michelle Cirillo
  • When intentions and reality clash: Inherent implementation difficulties of an induction program for new teachers, Barbara Fresko, Fadia Nasser-Abu Alhija
  • Exploring a triad model of student teaching: Pre-service teacher and cooperating teacher perceptions, Karen Goodnough, Pamela Osmond, David Dibbon, Marc Glassman, Ken Stevens
  • Supporting presence in teacher education: The connection between the personal and professional aspects of teaching, Paulien C. Meijer, Fred A.J. Korthagen, Angelo Vasalos
  • What we're teaching teachers: An analysis of multicultural teacher education coursework syllabi, Paul C. Gorski
  • Pre-service teacher education students' epistemological beliefs and their conceptions of teaching, May M.H. Cheng, Kwok-Wai Chan, Sylvia Y.F. Tang, Annie Y.N. Cheng
  • When two elephants fight the grass suffers: Parents and teachers working together to support the literacy development of Sudanese youth, Doris Walker-Dalhouse, A. Derick Dalhouse
  • Gender theory as a tool for analyzing science teaching, Kristina Andersson, Anita Hussénius, Christina Gustafsson
  • Benefits of collaborative action research for the beginning teacher, Sidney N. Mitchell, Rosemary C. Reilly, Mary Ellin Logue
  • Assessing in-service teachers' instructional beliefs about student-centered education: A Turkish perspective, Nesrin Isikoglu, Ramazan Basturk, Feyyaz Karaca
  • Grounding practice in scholarship, grounding scholarship in practice: Knowledge of a mathematics teacher educator–researcher, Jennifer B. Chauvot


Informations complémentaires :
  http://www.sciencedirect.com/science?_ob=PublicationURL&_tockey=%23TOC%235976%232009%23999749997%23891168%23FLA%23&_cdi=5976&_pubType=J&_auth=y&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=e79f872698c0aadf4a619f7bbd79bfe0

mot(s) clé(s) :  formation des enseignants, genre, pratiques pédagogiques