TEACHER EDUCATION AS A POLITICAL BATTLEGROUND IN NORWAY: ARRANGING, RE-ARRANGING AND RE-RE-ARRANGING THE BUILDING BLOCKS

PLAYFULNESS IN TEACHER TRAINING: LUDIC OR LUDICROUS?

CLASSROOM PERFORMANCE OF NOVEL TEACHERS: CHARACTERISTICS AND QUALIFICATIONS

WHAT IF I DON’T SPEAK IT?: TEACHER CANDIDATES’ VIEWS AND POSSIBLE APPROACHES TOWARD HERITAGE LANGUAGE MAINTENANCE

BACK TO THE FUTURE? AN EVALUATION OF THE EARLY EFFECTS OF SCHOOL DIRECT TRAINING IN ENGLAND: IS IT NEW OR MERELY A RETURN TO A PREVIOUS APPROACH WHICH WAS DISCARDED AS UNSATISFACTORY?

THE RIECU NETWORK (SCHOOL-TEACHING CENTER-UNIVERSITY): A PRACTICE COMMUNITY FOR EXCELLENCE FOR CREATING SYNERGY BETWEEN INITIAL AND CONTINUING TEACHER TRAINING

‘I HOPE THEY WILL LISTEN TO ME...’ CHALLENGING PRE-SERVICE TEACHERS’ BELIEFS ABOUT PUPIL BEHAVIOUR IN DEIS SCHOOLS

PEDAGOGICAL INNOVATION: ENHANCING HIGHER ORDER THINKING SKILLS OF PRE-SERVICE TEACHERS THROUGH COLLABORATION IN SCHOOL-BASED EXPERIENCE

INTEGRATING PRACTICES AND THEORIES. TUTORS’ ASSISTANCE TO JOINT REFLECTION ON PRACTICE AMONG STUDENT TEACHERS

STUDENT TEACHERS EXPERIENCE DURING PRACTICE TEACHING IN SOUTH AFRICA

PRE-SERVICE TEACHERS PERCEPTIONS OF PREPAREDNESS

SCHOOL-LED INITIAL TEACHER TRAINING: RE-CONCEPTUALISING THE ROLE OF THE MENTOR

SERVICE-LEARNING IN AN EDUCATOR PREPARATION PROGRAM: IMPACT ON PRE-SERVICE EDUCATORS’ EPISTEMOLOGICAL BELIEFS ABOUT DIFFERENCE AND DIVERSITY

"LISTEN TO THE VOICE OF THE OTHER": ACADEMIC INTERVENTION PROGRAM FOR DEVELOPMENT SOCIAL AWARENESS FOR STUDENT- TEACHERS

WHO CARES? EXPLORING THE DICHOTOMY BETWEEN CUSTOMER CARE AND CARE OF THE LEARNER IN UK HIGHER EDUCATION

A TEACHER STUDY GROUP: AN ITALIAN PERSPECTIVE

PROFESSIONAL DEVELOPMENT AND THE GROWTH OF UNIVERSITY TEACHER COMMUNITIES IN THE CONTEXT OF EDUCATIONAL CHANGE

TEACHING STRATEGIES, BEHAVIOURS AND ATTITUDES OF UNIVERSITY TEACHERS: GREEK UNDERGRADUATE STUDENTS’ VIEWS

UNIVERSITY TEACHERS´ PERCEPTION OF THE APPLICATION CAPABILITY OF PRACTICES LEARNED IN A SELF- REGULATED LEARNING TRAINING PROGRAM

ACCOUNTING PROFESSOR COMPETENCIES: ANALYSIS OF A TEACHING COMPETENCY MATRIX AND ITS ELEMENTS

INCLUSIVE TEACHING PRACTICES IN UNIVERSITY CHILEAN TEACHERS

ACTIVE URBAN SCHOOL (AUS)

DOWN THE RABBIT HOLE: PARTICULARISED INTERPRETATIONS AND METAPHORIC MACHINATIONS OF PEDAGOGY AND PRACTICE

PROBLEM BASED LEARNING VS. DESIGN THINKING - CLASH OF BEST TEACHING PRACTICES

TWO INTERACTIVE TEACHING APPROACHES TO IMPROVE CLASSROOM BEHAVIOR

UNIVERSITY IN THE SCHOOL

DEVELOPING ECONOMIC KNOWLEDGE FOR THE KNOWLEDGE-BASED ECONOMY

USING CASE STUDIES APPLIED THROUGH CONSTRUCTIVIST LENS TO ADVANCE LEARNING OUTCOMES IN AN ONLINE GRADUATE MACRO PRACTICE SOCIAL WORK COURSE

ELECTRONIC PROBLEM BASED LEARNING (EPBL) AS A MEDIUM TO FACILITATE KNOWLEDGE TRANSFER LEARNING AMONG STUDENTS AT UNIVERSITI TUN HUSSEIN ONN MALAYSIA

PHASED PILGRIM PROPAGATION METHOD: A COOPERATIVE LEARNING PRESENTATION FOR PROGRAMMING LEARNING

ELECTRONIC PROBLEM-BASED LEARNING FOR ENHANCING ENGLISH LANGUAGE PROFICIENCY AMONG MALAYSIAN UNDERGRADUATES

DEVELOPMENT OF PSYCHOSOCIAL CASE STUDIES BY STUDENTS TO IMPROVE THEIR ABILITY TO UNDERSTAND AND ANALYZE HUMAN BEHAVIOR

ISSUES PREPARING SECOND-CAREER MATHEMATICS TEACHERS

PRE-SERVICE TEACHER BELIEFS AND ATTITUDES RELATED TO ICT FOR SCIENCE EDUCATION AT EARLY YEARS. A PRELIMINARY STUDY

IS THE SCIENCE TAUGHT USEFUL TO EXPLAIN DAILY PHENOMENA? A QUALITATIVE STUDY WITH PRE-SERVICE TEACHERS

CONTRIBUTIONS OF A PEDAGOGICAL PRACTICE FOR THE NATURALIZATION OF MOBILE TECHNOLOGIES IN CHEMISTRY EDUCATION

HOW TO TEACH ATOMIC STRUCTURE USING COMPUTER SIMULATIONS OF FUNDAMENTAL EXPERIMENTS AND HEURISTIC DIAGRAMS FOR HISTORICAL CONTEXT

EXPLORING MATHEMATICS AND SCIENCE TEACHERS’ KNOWLEDGE IN SOUTH AFRICA: A CASE OF THE BED (FET) QUALIFICATION

PERFORMANCE MANAGEMENT IN HIGHER EDUCATION: LEADERSHIP PREDICAMENT?

E-LEARNING IN SUPPORT TO EDUCATIONAL FIELD TRIPS – A SUBJECT AND PLATFORM INDEPENDENT CURRICULUM AND TEACHER TRAINING MODEL, BASED ON PRACTICE

TECHNOLOGY INSTALLATION VS. TECHNOLOGY INTEGRATION

DESIGN OF A TOOL TO ASSESS THE PERCEPTION OF UNIVERSITY LECTURERS ON THE IMPLEMENTATION OF THE BOLOGNA PROCESS: VALIDATION BY EXPERTS

CHALLENGES FACED BY STUDENTS IN AN ONLINE TEACHING AND LEARNING MODULE IN A SOUTH AFRICAN UNIVERSITY: A CASE STUDY

TEACHER STRESS: ASSOCIATIONS BETWEEN STRESSORS IN THE SCHOOL ENVIRONMENT AND TEACHERS’ SELF-EFFICACY, FEELING OF BELONGING, EMOTIONAL EXHAUSTION, JOB SATISFACTION, AND MOTIVATION TO QUIT

BEYOND COLLABORATIVE ENQUIRY IN EDUCATION

INTERPLAY BETWEEN TEACHERS’ PROFESSIONAL AND PERSONAL IDENTITY AND ITS RELATIONSHIP TO JOB SATISFACTION

DEVELOPING EFFECTIVE INTERDISCIPLINARY TEAM TEACHING- A CASE STUDY INVESTIGATION OF SOME OF THE ISSUES INVOLVED

PREPARING FOR CULTURAL DIVERSITY – ARE TEACHERS READY FOR THE CHALLENGE?

THE PROFESSIONAL TEACHING PRACTICES TRANSFORMATION WITH REFERENCE TO TELESSALATM METHODOLOGY: "A CASE STUDY OF AUTONOMY PROGRAM FROM THEIR EDUCATORS BIOGRAPHIES AND NARRATIVE OF LIFE"