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Bundel Jurnal Teachers and TEACHING :THEORY AND PRACTICE : Teach for/teach first candidates: what conclusions do they draw from their time in teaching?/ Early education teachers’ conceptualizations and strategies for managing closeness with the class in child care/ Knowledge and knowing in mathematics and pedagogy: a case study of mathematics student teachers’ epistemological beliefs/ Primary school pupils’ views of characteristics of good primary school teachers: an exploratory, open approach for investigating pupils’ perceptions/ In search of the excellent literature teacher. An inductive approach to constructing professional teaching standards/ Structured teaching and classroom management – the solution for the decline of Swedish school result? Conclusions drawn from a comparative meta-synthesis of teaching and learning/ Seeking for the unwelcome truths: beyond celebration in inquiry-based teacher professional learning/ Teachers’ professional agency in contradictory times/ The role of beliefs in teacher agency/ What contribute s to first-year student teachers’ sense of professional agency in the classroom?/ How do novice teachers in Finland perceive their professional agency?/ Characteristics of teachers as change agents/ Teacher identity and agency in an era of accountability/ From accommodation to appropriation: teaching, identity, and authorship in a tightly coupled policy context/ Teacher activist organizations and the development of professional agency/ A model for study of teacher agency for social justice/ Recognising and realising teachers’ professional agency/ Understanding the diversity of demands and challenges in education/ The effect of teachers’ emotional labour on teaching satisfaction: moderation of emotional intelligent/ Teachers’ professional agency and learning – from adaption to active modification in the teacher community/ Teachers’ dilemmatic decision-making: reconciling coexisting policies of increased student retention and performance/ Within-year changes of lesson structure: an exploration of pedagogical functions of lessons by means of multilevel growth curve modelling in Indonesia/ Curricular design and implementation as a site of teacher expertise and learning/ Pre-service teachers’ performance from teacher perspective and vice versa: behaviors, attitudes, and other associated variables/ Tools of inaction: the impasse between teaching social issues and creating social change/ Professional challenges for teachers and their educators/ Relevance of student and contextual school variables in explaining a student’s severity of violence experienced/ Observing aggression of teachers in school teams/ Re-imagining teachers’ identity and professionalism under the condition of international education/ Inclusive education in pre-school: predictors of pre-service teacher attitude in Australia/ Promoting effective teacher-feedback: from theory to practice through a multicomponent trajectory for professional development/ The emotional work of discomfort and vulnerability in multicultural teacher education/ Taking and teaching the test are not the same: a case study of first-year teachers’ experiences in high-stakes context

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Bundel Jurnal Teachers and TEACHING :THEORY AND PRACTICE : Teacher learning and learning from teaching/ Cultivating a teacher community of practice for sustainable professional development: beyond planned efforts/ The role of a professional learning community in teacher change: a perspective from beliefs and practices/ Classroom community and possible selves: implications for midcareer teacher seminars/ Prospective teachers’ conceptions and values about help seeking and giving when students work in groups/ Consistently inconsistent: teachers beliefs about help seeking and giving when students work in groups/ Successful minority pedagogy in mathematics: US and Japanese case studies/ Masters of weaving: the complex role of special education teachers/ Complexities of teaching and learning: contexts, orientations and interpretations/ School neighbourhood socio-economic status and teachers’ work commitment in Finland: longitudinal survey with register linkage/ Sustaining the commitment and realising the potential of highly promising teachers/ Building a whole school approach and teacher efficacy with English language learners/ The importance of orientation: implications of professional identity on classroom practice and for professional learning/ The relationship between teacher’s autonomy support and students’ autonomy and vitality/ Teachers conceptualizing childhood: conversations around fictional childhood texts/ The rise of the unsaid: spaces in teaching postcolonial literature/ Teaching well/ Reflection on their first five years of teaching: understanding staying and impact power/ Do admission criteria for teacher education institutions matter? A comparative study on beliefs of student teachers from Serbia and Slovenia about inclusive practice/ Inclusion functioning as exclusion: new students entering the Academy of Music in Sweden/ Promoting cultural responsiveness: teachers’ constructs of an assessment classroom environment for ethnic minority students in Hong Kong secondary schools/ Exploring teacher identity from a holistic perspective: reconstructing and reconnecting personal and professional selves/ Pre-service English teachers’ perceptions and practice of field experience and professional learning from expert teachers’ mentoring/ Moral stress in teaching practice/ Learning from ‘good examples of practice’/ ‘Answer your names please’: a small-scale exploration of teachers technologically mediated ‘new lives’/ Dilemmatic spaces: high-stakes testing and the possibilities of collaborative knowledge work to generate learning innovations/ Nothing to do with me! Teachers’ perceptions on cultural diversity in Spanish secondary schools/ Promoting a willingness to wonder: moving from congenial to collegial conversations that encourage deep and critical reflection for teacher educators/ Student teachers, socialisation, school placement and schizophrenia: the case of curriculum change/ A case for adapting and applying continuance theory to education: understanding the role of student feedback in motivating teachers to persist with including digital technologies in learning/ Journal writing as a way to know culture: insights from a travel study abroad program/ Reviewer acknowledgements 2014

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