What does “what we do does” do? Playing with the ontologically performative structures of educational parallaxes.
Author: Tamas Toth
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1 February 2022/by adminEDiTETransformative Learning: The Richness of Formality and Informality
Author: Deisi C. Yunga
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1 February 2022/by adminEDiTEEnglish as a Foreign Language (EFL) Teachers’ Perceptions of Fair Assessment
Authors: Kinley Seden, Svaricek Roman
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1 February 2022/by adminEDiTEGrammars of Schooling in the Post-Authoritarian Context: A Comparative Study of Changing Teaching Practices in Elementary Education in Czech, Polish and Portuguese Schools
Author: Lucie Bucharová
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1 February 2022/by adminEDiTE“Der Struwwelpeter” – A Critical Analysis of a Pedagogical Trend
Author: Josefine Wagner
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1 February 2022/by adminEDiTEProfessional development for cultural diversity: the challenges of teacher learning in context
Authors: Nikolett Szelei, Luís Tinoca, Ana Sofia Pinho
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1 February 2022/by adminEDiTERethinking ‘cultural activities’: An examination of how teachers utilised student voice as a pedagogical tool in multicultural schools
Authors: Nikolett Szelei, Luís Tinoca, Ana Sofia Pinho
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1 February 2022/by adminEDiTEEurópai doktori tanulmányok a tanárképzés területén: átformáló tanári tanulás a jobb tanulói tanulásért egy kialakuló európai kontextusban
Author: Csilla Pesti
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1 February 2022/by adminEDiTEThe Struggle to Reform Teacher Education in Austria
Author: Vasileios Symeonidis
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1 February 2022/by adminEDiTEWe should’ve made a revolution: A critical rhapsody of the Hungarian education system’s catching-up revolutions since 1989
Authors: Tamás Tóth, György Mészáros, András Marton
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1 February 2022/by adminEDiTETeacher competence frameworks in Hungary: A case study on the continuum of teacher learning
Author: Vasileios Symeonidis
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1 February 2022/by adminEDiTE“Weakness of the Soul:” The Special Education Tradition at the Intersection of Eugenic Discourses, Race Hygiene and Education Policies
Author: Josefine Wagner
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1 February 2022/by adminEDiTE