Bundel Jurnal

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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