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Seoane, Rocío C.; Jiménez, Juan E.; Gutiérrez, Nuria – European Journal of Teacher Education, 2020
This study aimed to explore the implicit theories of pre-service teachers in learning to write. A twofold study was conducted to cover the representational level and attributional level of the implicit theories. The first study analysed the representational level of different learning theories (e.g. psycholinguistic, behaviourist, maturation,…
Descriptors: Preservice Teachers, Student Attitudes, Beliefs, Learning Theories
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Placklé, Inge; Könings, Karen D.; Struyven, Katrien; Libotton, Arno; van Merriënboer, Jeroen J. G.; Engels, Nadine – European Journal of Teacher Education, 2020
Stakeholders in vocational education have difficulties communicating and collaborating on the design of education because they often lack a shared understanding of what constitutes effective student learning. The aim of this study is to investigate whether the perspectives of teacher educators, teachers and students on good education in vocational…
Descriptors: Educational Environment, Vocational Education, Teacher Educators, Instructional Effectiveness
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Braun, Annika; Weiss, Sabine; Kiel, Ewald – European Journal of Teacher Education, 2020
The present study investigated stress-inducing cognitions of teacher trainees from different types of schools in Germany in order to identify a particular body of future teachers who lack appropriate coping strategies. Using cluster analysis, teacher trainees were classified by their dysfunctional thoughts, and, additionally, compared to their…
Descriptors: Coping, Stress Variables, Self Efficacy, Personality Traits
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Aarts, Rian; Kools, Quinta; Schildwacht, Rita – European Journal of Teacher Education, 2020
The first years in the teaching profession are often a challenge and most beginning teachers struggle with concerns. To support beginning teachers, induction programmes have been developed which should lead to an acceleration of growth in teaching skills and prevent drop-out. In this study, we explore the concerns of beginning teachers in…
Descriptors: Beginning Teachers, Secondary School Teachers, Teacher Attitudes, Beginning Teacher Induction
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Meirink, Jacobiene; Van Der Want, Anna; Louws, Monika; Meijer, Paulien; Oolbekkink-Marchand, Helma; Schaap, Harmen – European Journal of Teacher Education, 2020
Teacher leadership is often connected to experienced teachers as it is assumed that a certain level of knowledge and experience is needed. Informal teacher leadership, however, can also be expected from beginning teachers. The aim of this study is to study beginning teachers' opportunities for enacting leadership. Twelve pairs, consisting of one…
Descriptors: Beginning Teachers, Teacher Leadership, Teacher Attitudes, Administrator Attitudes
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König, Johannes; Bremerich-Vos, Albert; Buchholtz, Christiane; Fladung, Ilka; Glutsch, Nina – European Journal of Teacher Education, 2020
In this article, we analyse pre-service language teachers' written plans for demonstration lessons in Germany. Our objective is to reconstruct and quantify generic and subject-specific planning decisions related to adaptive teaching, specified as the ways in which a lesson's main task fits the learning group's cognitive level. The focus is on…
Descriptors: Preservice Teachers, Preservice Teacher Education, Lesson Plans, Language Teachers
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Casillas Martín, Sonia; Cabezas González, Marcos; García Peñalvo, Francisco José – European Journal of Teacher Education, 2020
The main objective of the research described here was to learn how young learners self-evaluate their digital competence. A non-experimental and descriptive quantitative methodology was employed, an electronic survey being used to collect the data. Among the main results, we can highlight that these learners self-evaluate their attitude towards…
Descriptors: Preschool Teachers, Technological Literacy, Pedagogical Content Knowledge, Self Evaluation (Individuals)
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Colognesi, Stéphane; Van Nieuwenhoven, Catherine; Beausaert, Simon – European Journal of Teacher Education, 2020
High percentages of newly qualified teachers (NQTs) drop out during their first 5 years in the classroom. Often, formal support systems are put in place to overcome 'practice shock'. However, in this research, it was hypothesised that it is not the formal support structure put in place that determines whether starting teachers feel satisfied in…
Descriptors: Beginning Teachers, Professional Development, Teacher Persistence, Secondary School Teachers
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Ní Bhroin, Órla; King, Fiona – European Journal of Teacher Education, 2020
A study was conducted to explore the impact of professional development related to the individual education plan (IEP) process on teachers' understanding and practices in the Republic of Ireland (RoI). This paper reports on part of that research, focusing on teachers' collaborative practices in the IEP process. In the RoI, teachers working as…
Descriptors: Inclusion, Students with Disabilities, Foreign Countries, Faculty Development
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Alves, Ines – European Journal of Teacher Education, 2020
The international trend to develop inclusive systems, has resulted in pressure on national governments to develop policies that promote quality education for all. In 2017-18 Portugal has adopted progressive educational policies with regards to inclusive education, that attempt to reconcile school values, curriculum and pedagogies. This article…
Descriptors: Educational Change, Educational Policy, Foreign Countries, Inclusion
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Dovigo, Fabio – European Journal of Teacher Education, 2020
The role of special education teachers is currently facing an extensive renewal process closely related to the professional transition from a narrow understanding of special education, rooted in the deficit paradigm, to a broader vision of inclusion as a whole-school and community action. Within such a process, student teachers' professional…
Descriptors: Student Teachers, Video Technology, Inclusion, Simulation
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Guðjónsdóttir, Hafdís; Óskarsdóttir, Edda – European Journal of Teacher Education, 2020
Increasingly across the world, teachers are working with diverse groups of learners in inclusive school settings, as inclusion is seen as a strategy to promote social cohesion, citizenship and a more equitable society. Countries working towards this vision need to emphasise more effective teacher education programmes and systems that focus on…
Descriptors: Teacher Education Programs, Inclusion, Student Diversity, Program Effectiveness
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Walton, Elizabeth; Rusznyak, Lee – European Journal of Teacher Education, 2020
Initial teacher education must respond to the demand that newly qualified teachers are able to teach inclusively. This response has been the creation of opportunities for learning in coursework and field experiences. Research has identified the impact of these initiatives and also revealed challenges. One such challenge is the lack of a coherent…
Descriptors: Inclusion, Preservice Teacher Education, Preservice Teachers, Teacher Competencies
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Buchner, Tobias; Proyer, Michelle – European Journal of Teacher Education, 2020
This paper is concerned with the developments of inclusive education policies and their impact on teacher education in Austria today. As we argue, most policies concerning inclusive education are still reduced to a focus on disability. Such an approach can be explained, but not legitimised, by the historical development of the education of…
Descriptors: Foreign Countries, Special Education, Inclusion, Educational Policy
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Menter, Ian – European Journal of Teacher Education, 2020
This paper is based on a keynote address given at the ATEE Annual Conference 2019, held at Bath Spa University, remembering Geoff Whitty (1946-2018). It seeks to make sense of the current teacher education scene, both within the United Kingdom and across Europe and beyond. Reference will be made to Whitty's enormous contribution to our…
Descriptors: Teacher Education, Educational Policy, Global Approach, Educational Sociology
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