C·E·P·S Journal

Center for Educational Policy Studies Journal

ISSN 2232-2647 (online edition); ISSN 1855-9719 (printed edition)
Publication frequency: 4 issues per year
Subject: Teacher Education, Educational Science
Publisher: Faculty of Education, University of Ljubljana

Vol.5 | N°2 | Year 2015 (full pdf )

Contents

Editorial
Jana Kalin and Milena Valenčič Zuljan (pdf )


Focus

Towards Competence-based Practices in Vocational Education – What Will the Process
Require from Teacher Education and Teacher Identities?
Proti kompetenčnemu sistemu poklicnega izobraževanja – kaj bo proces zahteval od izobraževanja učiteljev in učiteljevih vlog?
Säde-Pirkko Nissilä, Asko Karjalainen, Marja Koukkari, and Pirkko Kepanen (pdf )

Theory, Practice and Competences in the Study of Pedagogy – Views of Ljubljana and Belgrade University Teachers
Teorija, praksa in kompetence v izobraževanju pedagogov – pogledi ljubljanskih in beograjskih visokošolskih učiteljev
Klara Skubic Ermenc, Nataša Živković Vujisić, and Vera Spasenović (pdf )

Didactic Strategies and Competencies of Gifted Students in the Digital Era
Didaktične strategije in kompetence nadarjenih študentov v digitalni dobi
Grozdanka Gojkov, Aleksandar Stojanović, and Aleksandra Gojkov-Rajić(pdf )

Fostering the Quality of Teaching and Learning by Developing the “Neglected Half ” of University Teachers’ Competencies
Spodbujanje kakovosti poučevanja in učenja s pomočjo razvijanja »spregledane polovice« kompetenc univerzitetnih učiteljev
Barica Marentič Požarnik and Andreja Lavrič (pdf )

Use of Online Learning Resources in the Development of Learning Environments at the Intersection of Formal and Informal Learning: The Student as Autonomous Designer
Uporaba na spletu dostopnih učnih virov pri razvijanju učnih okolij na križišču formalnega in neformalnega učenja: študent kot avtonomni oblikovalec
Maja Lebeničnik, Ian Pitt, and Andreja Istenič Starčič (pdf )

Relations between Students’ Motivation, and Perceptions of the Learning Environment
Povezave med motiviranostjo študentov in zaznavanjem učnega okolja
Marko Radovan and Danijela Makovec (pdf )

The (Co-)Construction of Knowledge within Initial Teacher Training: Experiences from Croatia
(So)ustvarjanje znanja v začetnem izobraževanju učiteljev: izkušnje iz Hrvaške
Lidija Vujičić, Željko Boneta, and Željka Ivković (pdf )


Varia

L1 Use in EFL Classes with English-only Policy: Insights from Triangulated Data
Uporaba prvega jezika pri pouku angleščine kot tujega jezika, temelječem na pristopu jezikovne imerzije: vpogled s pomočjo triangulacije podatkov
Seyyed Hatam Tamimi Sa’d and Zohre Qadermazi (pdf )

The Social Acceptance of Secondary School Students with Learning Disabilities (LD)
Socialna sprejetost dijakov s primanjkljaji na posameznih področjih učenja (PPPU)
Teja Lorger, Majda Schmidt, and Karin Bakračevič Vukman (pdf )


Reviews

Craig, C. J., Meijer, P. C., & Broeckmans, J. (Eds.) (2013). From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community. Advances in research on teaching, 19. Bingley: Emerald.
Barbara Šteh (pdf )

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