ISSN 1366-4530 (Print); ISSN 1747-5120 (Online)
Publisher: Routledge, part of the Taylor & Francis Group
Editorial pp. 341-344(4) Authors: Brindley, Sue; Selinger, Michelle
Theories of learning and pedagogy: issues for teacher development pp. 345-361(17) Authors: Macleod, Flora; Golby, Michael
Theories of learning and pedagogy: issues for teacher development pp. 345-362(18) Authors: Macleod, Flora; Golby, Michael
The significance of professional development and practice: towards a better public education system pp. 363-383(21) Authors: Walsh, Fiona; Gamage, David
The significance of professional development and practice: towards a better public education system pp. 363-384(22) Authors: Walsh, Fiona; Gamage, David
Reconciling personal and professional values and beliefs with the reality of teaching: findings from an evaluative case study of 10 newly qualified teachers during their year of induction pp. 385-401(17) Author: Jones, Marion
Reconciling personal and professional values and beliefs with the reality of teaching: findings from an evaluative case study of 10 newly qualified teachers during their year of induction pp. 385-402(18) Author: Jone, Marion
Teachers as researchers: developing an inquiry ethic pp. 403-435(33) Authors: Ulanoff, Sharon H.; Vega-Castaneda, Lillian; Quiocho, Alice M.L.
Teachers as researchers: developing an inquiry ethic pp. 403-436(34) Authors: Ulanoff, Sharon H.; vega-castaneda, Lillian; Quiocho, Alice M.L.
Needs assessment and the critical implications of a rigid textbook/ syllabus for in-service education and training for primary english teachers in the United Arab Emirates pp. 437-456(20) Author: O'Sullivana, Margo C.
Needs assessment and the critical implications of a rigid textbook/ syllabus for in-service education and training for primary english teachers in the united arab emirates pp. 437-456(20) Author: O'Sullivana, Margo C.
Enabling teachers to use information and communications technology for teaching and learning through professional development: influential factors pp. 457-472(16) Author: Tearle, Penni
Impact of a graduate class on attitudes toward inclusion, perceived teaching efficacy and knowledge about adapting instruction for children with disabilities in inclusive settings pp. 473-494(22) Author: MartÃnez, Rebecca S.
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