Pub Date : 2024-09-13DOI: 10.1080/02619768.2024.2402613
Anja Swennen
Published in European Journal of Teacher Education (Ahead of Print, 2024)
发表于《欧洲教师教育期刊》（2024 年提前出版）
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Pub Date : 2024-08-30DOI: 10.1080/02619768.2024.2395334
Katarzyna Brzosko-Barratt, Katarzyna Cybulska-Gómez de Celis, Małgorzata Żytko
The current study utilises the history-in-person theoretical framework, developed by Holland and Lave to explore the personal history and history in institutional struggles of pre-service teachers ...
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Pub Date : 2024-08-26DOI: 10.1080/02619768.2024.2395335
Steven Bruneel, Eline Vanassche
This paper explores the relational dynamics in 10 triads from one university-based teacher education programme in England. Positioning theory and frame analysis are integrated to understand how tea...
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Pub Date : 2024-08-12DOI: 10.1080/02619768.2024.2385717
Monika Bader, Sarah Hoem Iversen, Simon Borg
Research on students’ perceptions of feedback in higher education has largely focused on students’ general preferences, with little insight into the kind of feedback that students experience. Again...
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Pub Date : 2024-08-12DOI: 10.1080/02619768.2024.2389285
Ifat Linder, Eyal Weissblueth
Using simulations is considered an effective tool in training and instructional processes. At the core of the process is the ‘scenario’. The objective of the current research was to shed light on t...
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Pub Date : 2024-08-12DOI: 10.1080/02619768.2024.2388630
Sonja Lutovac, Minna Körkkö
To prepare for their future profession, pre-service teachers need to develop an understanding of the realities of teachers’ work during initial teacher education. In this study, we examined narrati...
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In this study, we investigated how early career teachers implemented individual goals set in a self-management training course in the context of professional development, followed by online coachin...
{"title":"Supporting early career teachers’ self-regulation and goal pursuit through online coaching during a professional development programme","authors":"Zippora Bührer, Christine Bieri Buschor, Simone Berweger, Andrea Keck Frei, Christine Wolfgramm","doi":"10.1080/02619768.2024.2382820","DOIUrl":"https://doi.org/10.1080/02619768.2024.2382820","url":null,"abstract":"In this study, we investigated how early career teachers implemented individual goals set in a self-management training course in the context of professional development, followed by online coachin...","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"127 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141936917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-29DOI: 10.1080/02619768.2024.2384477
Kay Livingston, Jane Waters-Davies
Despite over two decades of research, initial teacher education (ITE) partnerships remain problematic. Our study explores the development of a mandated ITE university–school partnership in Wales am...
{"title":"Agency in negotiating partnerships in initial teacher education: shifting sands","authors":"Kay Livingston, Jane Waters-Davies","doi":"10.1080/02619768.2024.2384477","DOIUrl":"https://doi.org/10.1080/02619768.2024.2384477","url":null,"abstract":"Despite over two decades of research, initial teacher education (ITE) partnerships remain problematic. Our study explores the development of a mandated ITE university–school partnership in Wales am...","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"10 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141936912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-29DOI: 10.1080/02619768.2024.2385047
Sarah Earle
A primary science programme for in-service teachers in England from the Teacher Assessment in Primary Science (TAPS) project has run face-to-face, online and ‘blended’ (mix of both) since 2019, all...
{"title":"Comparison of online, blended and face-to-face modes for in-service discipline-specific professional development in primary science","authors":"Sarah Earle","doi":"10.1080/02619768.2024.2385047","DOIUrl":"https://doi.org/10.1080/02619768.2024.2385047","url":null,"abstract":"A primary science programme for in-service teachers in England from the Teacher Assessment in Primary Science (TAPS) project has run face-to-face, online and ‘blended’ (mix of both) since 2019, all...","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"31 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141886134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-21DOI: 10.1080/02619768.2024.2380320
Ufuk Ataş, Ayşegül Daloğlu
This study explores the perspectives of 190 fourth-year pre-service EFL teachers across Türkiye on their definitions of ideal language teacher educators and the professional development of teacher ...
本研究探讨了土耳其 190 名四年级职前英语教师对理想语言教师教育者的定义以及教师专业发展的看法。
{"title":"Exploring English language teacher educators’ professional development through collaborative partnership with pre-service teachers in supervised practicum","authors":"Ufuk Ataş, Ayşegül Daloğlu","doi":"10.1080/02619768.2024.2380320","DOIUrl":"https://doi.org/10.1080/02619768.2024.2380320","url":null,"abstract":"This study explores the perspectives of 190 fourth-year pre-service EFL teachers across Türkiye on their definitions of ideal language teacher educators and the professional development of teacher ...","PeriodicalId":47529,"journal":{"name":"European Journal of Teacher Education","volume":"43 1","pages":""},"PeriodicalIF":6.1,"publicationDate":"2024-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141785295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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