Vol 13 Nr. 2 (2019): Assessment – Mentoring – Teacher Education

Publisert: 2019-11-28

Leder

Assessment – Mentoring – Teacher Education

Tony Burner, Siv M. Gamlem, Vibeke Solbue

1-3
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Forskningsartikler

Norsklæreres erfaringer med karakterfritt semester: rom for forbedringsinnsats hos eleven og større fokus på læringsfremmende tilbakemelding fra læreren?

Harald Eriksen, Eyvind Elstad

4-20
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Principals’ views on the implementation of grade-free middle schools in Norway: justifications, challenges and opportunities

Astrid Gillespie, Tony Burner

21-38
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Teachers’ regard for adolescent perspectives in feedback dialogues with students in lower-secondary schools

Kim-Daniel Vattøy, Siv M. Gamlem

39-55
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Expectations to mentoring as support for professional development

Ingrid Helleve, Marit Ulvik, Dag Roness

56-75
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Master’s thesis – a tool for professional development? Teachers’ experiences from Finnish teacher education

Gunilla Eklund, Jessica Aspfors, Sven-Erik Hansén

76-92
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The hidden professionals? An interview study of higher education-based teacher educators´ professional identity

Torhild Erika Lillemark Høydalsvik

93-113
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Research capacity building in and on teacher education: developing practice and learning

Jean Murray, Eline Vanassche

114-129
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