ISSN 0260-7476 (Print); ISSN: 1360-0540 (Online)
Publisher: Routledge, part of the Taylor & Francis Group
Concepts, policies and practices of teacher education: an analysis of studies on teacher education in Portugal
Initial Teacher Education programmes: providing a space to address the disproportionate exclusion of Black pupils from schools in England?
Gazeley, Louise; Dunne, Máiréad
Preparing teachers for inclusion in Mexico: how effective is this process?
Romero-Contreras, Silvia; Garcia-Cedillo, Ismael; Forlin, Chris; Lomelí-Hernández, Karla Abril
A foot in many camps: literacy teacher educators acquiring knowledge across many realms and juggling multiple identities
Kosnik, Clare; Menna, Lydia; Dharamshi, Pooja; Miyata, Cathy; Beck, Clive
High-stakes examination preparation that controls teaching: Chinese prospective teachers’ conceptions of excellent teaching and assessment
Chen, Junjun; Brown, Gavin T.L.
Developing a ‘clinical’ model for teacher education
Conroy, James; Hulme, Moira; Menter, Ian
A critical exploration of Colombian teacher education from Freire’s ‘directivity’ perspective
Rubiano, Clara Inés
From question to inquiry: operationalising the case study for research in teaching
Implementing innovative feedback approaches in English as a foreign language contexts through university–school collaboration
Exploring task-based PBL in Chinese teaching and learning
Provoking conversations on inquiry in teacher education
School leadership in the Caribbean: perceptions, practices, paradigms