Vol 8 No 3 (2018): Transnational Perspectives of Transformative Teacher Learning in an Emerging Europe | Center for Educational Policy Studies Journal

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DOI: https://doi.org/10.26529/cepsj.8.3

Published: 2018-09-28

Full Issue

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EDITORIAL

Transnational Perspectives of Transformative Teacher Learning in an Emerging Europe

Michael Schratz, Vasileios Symeonidis

7-12
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FOCUS

Revisiting the European Teacher Education Area: The Transformation of Teacher Education Policies and Practices in Europe

Vasileios Symeonidis

13-34
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Student Teachers as Future Researchers: How do Hungarian and Austrian Initial Teacher Education Systems Address the issue of Teachers as Researchers?

Csilla Pesti, JÃ¡nos Gordon GyÅ‘ri, Erika Kopp

35-57
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Exploring the Personal Mastery of Educational Leaders: FieldTransFormation360 and its Validation in the Austrian Leadership Academy

Malte Gregorzewski, Michael Schratz, Christian Wiesner

59-78
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The Missing Link: Teacher Learning for Diversity in an Area-based Initiative in Portugal

Nikolett Szelei, Ines Alves

79-98
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Change, Challenge, Transformation: A Qualitative Inquiry into Transformative Teacher Learning

Helena Kovacs

99-118
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Teacher Subjectivity Regarding Assessment: Exploring English as a Foreign Language Teachersâ€™ Conceptions of Assessment Theories that Influence Student Learning

Kinley Seden, Roman Svaricek

119-139
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Information Communication Technologies in Teaching English as a Foreign Language: Analysing EFL Teachersâ€™ TPACK in Czech Elementary Schools

Dev Raj Paneru

141-163
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VARIA

Introducing Global Citizenship Education into Classroom Practice: A Study on Italian 8th Grade Students

Valeria Damiani

165-186
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Teaching Strategies and the Holistic Acquisition of Knowledge of the Visual Arts

Eda Birsa

187-206
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REVIEW