European Joint Doctorate in Teacher Education

CORDIS fornisce collegamenti ai risultati finali pubblici e alle pubblicazioni dei progetti ORIZZONTE.

I link ai risultati e alle pubblicazioni dei progetti del 7° PQ, così come i link ad alcuni tipi di risultati specifici come dataset e software, sono recuperati dinamicamente da .OpenAIRE .

Risultati finali

Guideline for Building Institutional Links

strategy of establishing and maintaining contacts among the beneficiary and partner organisations, taking into account possibilities and needs of all involved institutions; templates of such institutional agreements developed through mutual negotiation; information on the implementation of the EDiTE research programme with partner institutions (M5);

Academic network event and summer schools (mini-conference)

to initialise and support the progress of the joint EDiTE research programme, also through inclusion of partner organisations to enhance individual career perspectives in a European context and to support the progress of the comparative research and transformative professional learning process (M5; 10; 22; 34);

Doctoral Thesis

scientific piece of work, individual research, autonomously produced by ESRs during the 3 years participation in the EDiTE-EJD, with a total of 120 ECTS for all research activities, including all assessment and examinations for awarding the degree (M 42).

Final Network and research conference

for the inter-institutional knowledge exchange and results exploitation under the heading of European comparative research and with a focus on the integration of external researchers and practitioners (M41);

EDiTE Book

publishing, under the EDiTE open access policy (e.g. online, on demand), and possibly in print, an edited book on the research results and joint programme experience, giving authorship to all actors of the project, including ESR and TE professionals (M48).

Journal publications

publication of two articles per ESR on their individual research topics – including parts from the doctoral thesis, in peer-reviewed national and international journals, open access policy recommended (permanent publication, to be concluded in M42);

Conference papers

participation of ESR in at least one national and one international conference relevant to the field of TE – in accordance with the thematic orientations of the joint EDiTE research programme – and their individual research project, including publication of poster/article as required by the conference regulations (permanent participation possible, to be concluded in M42);

Recruitment strategy and advertising vacancies

strategy for recruitment of ESR from the field of TE, incl. specification of different target groups and how they can best be reached, templates for advertising the positions (M3), and completion of recruitment (M6);

Starters’ Package

standardised application forms, transparent collection of information materials relevant for 1) students applying for EDiTE and 2) students selected for EDiTE, including information on universities, mobility, research themes, contact persons (M4);

Website

design, development and maintenance of an information website for the EDiTE doctoral programme under www.edite.eu, on the basis of the existing structure and contents, with regular updates according to the progress of the programme (staring in M1);

Publicity material

posters, flyers, presentations, using the established EDiTE logo, including translation of basic information into partner languages, regular updates of materials will be made through the project runtime (M3, 15, 27, 39);

QA Guidelines

description of the quality assurance process, planned intervals, and development/adoption of instruments (M3);

Pubblicazioni

Teaching the good citizen? democratic citizenship education in Austria and Portugal: teachers' conceptualisations and experiences

Autori: Shaima Muhammad
Pubblicato in: 2020
Editore: University of Innsbruck

Struggling for Educational Justice in Disabling Societies: A Multi-sited School-based Etnography of Inclusive Policies and Practices in Poland, Austria, and Germany

Autori: Josefine Wagner
Pubblicato in: Numero 1, 2019
Editore: DSW

Educating the reflective professional in teacher education: professional learning in teaching and in other professions

Autori: Yunga Godoy Deisi Cecibel
Pubblicato in: Numero 1, 2019
Editore: Eotvos Lorand

The evolution of teacher education programs in different countries with a special focus on the role of practicum in developing teacher competences

Autori: Csilla Pesti
Pubblicato in: Numero 1, 2019
Editore: Eotvos Lorand

Teacher learning in innovative learning environments, in the context of educational reforms and developmental interventions

Autori: Kovacs, Helena
Pubblicato in: Numero 1, 2019
Editore: Eotvos Lorand

Grammars of Schooling in the Post-Authoritarian Context. Comparative Study of Changing Teaching Practices in Elementary Education in Czech, Polish, and Portuguese Schools.

Autori: Lucie Bucharova
Pubblicato in: Numero 1, 2019
Editore: DSW

Crossing the Threshold in the Margins. From the Critique of Ideology Towards Emancipatory Pedagogical Praxis

Autori: Tamas Toth
Pubblicato in: Numero 1, 2019
Editore: DSW

Constructing Teacher Subjective Theory of Assessment

Autori: Kinley Seden
Pubblicato in: Numero 1, 2019
Editore: MU

Information Communication Technologies in Teaching English as a Foreign Language: Teacher Perspective

Autori: Dev Raj Paneru
Pubblicato in: Numero 1, 2019
Editore: MU

European Perspectives in Transformative Education

Autori: Lotar Rasiński, Tamás Tóth, Josefine Wagner
Pubblicato in: European Perspectives in Transformative Education, Numero 2017, 2017, ISBN 978-83-65408-22-8
Editore: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej
DOI: 10.34862/edite.11.2017

European Doctorate in Teacher Education. Researching Policy and Practice

Autori: Hana Červinková, Michael Schratz, Gábor Halász, Milan Pol, Luís Tinoca
Pubblicato in: Numero 2019, 2019, ISBN 978-83-65408-35-8
Editore: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej
DOI: 10.34862/edite.11.2019

Weaving the Threads of a Continuum: Teacher Education in Hungary from the Perspective of European Developments

Autori: Vasileios Symeonidis
Pubblicato in: Studia paedagogica, Numero 22/4, 2017, Pagina/e 131-149, ISSN 1803-7437
Editore: Department of Educational Sciences, Faculty of Arts, Masaryk University
DOI: 10.5817/sp2017-4-7

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

Autori: Nikolett Szelei, Ines Alves
Pubblicato in: Center for Educational Policy Studies Journal, Numero 8/3, 2018, Pagina/e 79, ISSN 2232-2647
Editore: Faculty of Education, University of Ljubljana
DOI: 10.26529/cepsj.513

Where Teachers Learn Through Work and Students Work to Learn: An Empirically Informed Report on Two Examples of Educational Innovations From a German School

Autori: Malte Gregorzewski
Pubblicato in: Studia paedagogica, Numero 23/2, 2018, Pagina/e 137, ISSN 1803-7437
Editore: Department of Educational Sciences, Faculty of Arts, Masaryk University
DOI: 10.5817/sp2018-2-8

VIII Polish Qualifications Framework. The education of researchers or transformative practitioners?

Autori: Anna Babicka-Wirkus, Lucie Bucharová Bucharová
Pubblicato in: Pedagogika Szkoły Wyższej, 2018, Pagina/e 43-53, ISSN 2083-4381
Editore: Uniwersytet Szczeciński
DOI: 10.18276/psw.2017.1-04

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

Autori: Vasileios Symeonidis
Pubblicato in: Center for Educational Policy Studies Journal, Numero 8/3, 2018, Pagina/e 13, ISSN 2232-2647
Editore: Faculty of Education, University of Ljubljana
DOI: 10.26529/cepsj.509

Transnational Perspectives of Transformative Teacher Learning in an Emerging Europe

Autori: Michael Schratz, Vasileios Symeonidis
Pubblicato in: Center for Educational Policy Studies Journal, Numero 8/3, 2018, Pagina/e 7, ISSN 2232-2647
Editore: Faculty of Education, University of Ljubljana
DOI: 10.26529/cepsj.593

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

Autori: Csilla Pesti, János Gordon Győri, Erika Kopp
Pubblicato in: Center for Educational Policy Studies Journal, Numero 8/3, 2018, Pagina/e 35, ISSN 2232-2647
Editore: Faculty of Education, University of Ljubljana
DOI: 10.26529/cepsj.518

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

Autori: Helena Kovacs
Pubblicato in: Center for Educational Policy Studies Journal, Numero 8/3, 2018, Pagina/e 99, ISSN 2232-2647
Editore: Faculty of Education, University of Ljubljana
DOI: 10.26529/cepsj.510

Teacher Subjectivity Regarding Assessment: Exploring English as a Foreign Language Teachers’ Conceptions of Assessment Theories that Influence Student Learning

Autori: Kinley Seden, Roman Svaricek
Pubblicato in: Center for Educational Policy Studies Journal, Numero 8/3, 2018, Pagina/e 119, ISSN 2232-2647
Editore: Faculty of Education, University of Ljubljana
DOI: 10.26529/cepsj.500

Information Communication Technologies in Teaching English as a Foreign Language: Analysing EFL Teachers’ TPACK in Czech Elementary Schools

Autori: Dev Raj Paneru
Pubblicato in: Center for Educational Policy Studies Journal, Numero 8/3, 2018, Pagina/e 141, ISSN 2232-2647
Editore: Faculty of Education, University of Ljubljana
DOI: 10.26529/cepsj.499

David J. Connor, Beth A. Ferri and Subini A. Annamma (Eds.), DisCrit: Disability Studies and Critical Race Theory in Education, Teachers College Press: New York, NY, 2016; 279 pp.: ISBN 978-0-8077-5667-6

Autori: Josefine Wagner
Pubblicato in: Center for Educational Policy Studies Journal, Numero 8/3, 2018, Pagina/e 211, ISSN 2232-2647
Editore: Faculty of Education, University of Ljubljana
DOI: 10.26529/cepsj.592

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

Autori: Malte Gregorzewski, Michael Schratz, Christian Wiesner
Pubblicato in: Center for Educational Policy Studies Journal, Numero 8/3, 2018, Pagina/e 59, ISSN 2232-2647
Editore: Faculty of Education, University of Ljubljana
DOI: 10.26529/cepsj.498

Building Foundation on Sand: Certified Tefl Teachers’ Shifting Identity Through Practice

Autori: Ezra Anthony Howard
Pubblicato in: Studia Pedagogica, Numero vol. 23, no 2, 2018, Pagina/e 159-175, ISSN 1803-7437
Editore: Department of Educational Sciences, Faculty of Arts, Masaryk University
DOI: 10.5817//sp2018-2-9

“Weakness of the Soul:” The Special Education Tradition at the Intersection of Eugenic Discourses, Race Hygiene and Education Policies

Autori: Josefine Wagner
Pubblicato in: Conatus, Numero 4/2, 2019, Pagina/e 83, ISSN 2459-3842
Editore: NKUA Applied Philosophy Research Laboratory
DOI: 10.12681/cjp.21073

Teacher competence frameworks in Hungary: A case study on the continuum of teacher learning

Autori: Vasileios Symeonidis
Pubblicato in: European Journal of Education, 2019, ISSN 0141-8211
Editore: Blackwell Publishing Inc.
DOI: 10.1111/ejed.12347

We should’ve made a revolution: A critical rhapsody of the Hungarian education system’s catching-up revolutions since 1989

Autori: Tamás Tóth, György Mészáros, András Marton
Pubblicato in: Policy Futures in Education, Numero 16/4, 2017, Pagina/e 465-481, ISSN 1478-2103
Editore: Symposium Journals Ltd.,
DOI: 10.1177/1478210317751268

The Struggle to Reform Teacher Education in Austria

Autori: Vasileios Symeonidis
Pubblicato in: HERJ Hungarian Educational Research Journal, Numero Vol 8 (2018), No 3, 2018, Pagina/e 73-88, ISSN 2064-2199
Editore: Debrecen University Press
DOI: 10.14413/herj/8/3/6

Rethinking ‘cultural activities’: An examination of how teachers utilised student voice as a pedagogical tool in multicultural schools

Autori: Nikolett Szelei, Luís Tinoca, Ana Sofia Pinho
Pubblicato in: Teaching and Teacher Education, Numero 79, 2019, Pagina/e 176-187, ISSN 0742-051X
Editore: Pergamon Press Ltd.
DOI: 10.1016/j.tate.2018.12.020

Professional development for cultural diversity: the challenges of teacher learning in context

Autori: Nikolett Szelei, Luís Tinoca, Ana Sofia Pinho
Pubblicato in: Professional Development in Education, 2019, Pagina/e 1-17, ISSN 1941-5257
Editore: Taylor & Francis
DOI: 10.1080/19415257.2019.1642233

Grammars of Schooling in the Post-Authoritarian Context: A Comparative Study of Changing Teaching Practices in Elementary Education in Czech, Polish and Portuguese Schools

Autori: Lucie Bucharová
Pubblicato in: Educational Forum, Numero Vol 31, No 1(61), 2019, Pagina/e 125-134, ISSN 2450-3452
Editore: Dolnośląska Szkoła Wyższa, Polskie Towarzystwo Pedagogiczne
DOI: 10.34862/fo.2019.1.8

English as a Foreign Language (EFL) Teachers’ Perceptions of Fair Assessment

Autori: Kinley Seden, Svaricek Roman
Pubblicato in: Neveléstudomány, Numero 1, 2019, Pagina/e 20-30, ISSN 2063-9546
Editore: Eötvös Loránd Tudományegyetem Pedagógiai és Pszichológiai Kar
DOI: 10.21549/ntny.25.2019.1.2

Transformative Learning: The Richness of Formality and Informality

Autori: Deisi C. Yunga
Pubblicato in: Andragoške studije, Numero 2019, No. 2, December 2019, 2019, Pagina/e 69-90, ISSN 0354-5415
Editore: Institute for Pedagogy and Andragogy University of Belgrade in cooperation with the Adult Education Society
DOI: 10.5937/andstud1902069y

Phenomenon-Based Teaching and Learning through the Pedagogical Lenses of Phenomenology: The Recent Curriculum Reform in Finland

Autori: Vasileios Symeonidis, Johanna F. Schwarz
Pubblicato in: Educationl Forum (in Polish: Forum Oswiatowe), Numero Vol 28, No 2(56) (2016), 2016, Pagina/e 31-47, ISSN 0867-0323
Editore: University of Lower Silesia and Polish Pedagogical Society

Teachers in Disarray: Clashes Between Inclusive Policy and Practice in a German School

Autori: Josefine Wagner
Pubblicato in: Educational Forum (in Polish: Forum Oświatowe), Numero Vol 28, No 2(56) (2016), 2016, Pagina/e 65–82, ISSN 0867-0323
Editore: University of Lower Silesia and Polish Pedagogical Society
DOI: 10.34862/fo.2016.2.5

Mokymosi siekinių pagrindu sudaromų mokytojų rengimo programų analizė: programų kūrimo patirtis Vengrijoje

Autori: Csilla Pesti, Nóra Rapos, Krisztina Nagy, Mariann Bohán
Pubblicato in: Acta Paedagogica Vilnensia, Numero 38/38, 2017, Pagina/e 58, ISSN 1392-5016
Editore: Vilniaus universiteto Edukologijos katedra (Department of Educology Vilnius University)
DOI: 10.15388/ActPaed.2017.38.10791

History Education in Conflict Contexts: Toward Transitional Justice and Emancipation

Autori: Shaima Muhammad
Pubblicato in: Educational Forum (in Polish: Forum Oswiatowe), Numero Vol 28, No 2(56) (2016), 2016, Pagina/e 11-29, ISSN 0867-0323
Editore: University of Lower Silesia and Polish Pedagogical Society

Unfreeze the pedagogies: introduction of a new innovative measure in Portugal

Autori: Helena Kovacs, Luís Tinoca
Pubblicato in: Revista Tempos e Espaços em Educação, Numero 10/23, 2017, Pagina/e 73, ISSN 2358-1425
Editore: Federal University of Sergipe
DOI: 10.20952/revtee.v10i23.7446

Európai doktori tanulmányok a tanárképzés területén: átformáló tanári tanulás a jobb tanulói tanulásért egy kialakuló európai kontextusban

Autori: Csilla Pesti
Pubblicato in: Pedagógusképzés – Pedagógusképzők és -továbbképzők folyóirata, Numero 16(44), 2017/1-4, 2017, Pagina/e 102-110, ISSN 0133-2570
Editore: Tanárképzők Szövetsége

“Der Struwwelpeter” – A Critical Analysis of a Pedagogical Trend

Autori: Josefine Wagner
Pubblicato in: Social Studies: Theory and Practice, Numero Vol. 3, No. 2, 2017, Pagina/e 103-117, ISSN 2544-0071
Editore: Department of Sociology and Political Sciences Pomeranian University in Słupsk
DOI: 10.5281/zenodo.4009341

Zpráva z první letní školy evropského programu EDiTE – EJD

Autori: Lucie Bucharová
Pubblicato in: Pedagogicka Orientace, Numero Vol 27, No 1 (2017), 2017, Pagina/e 234–237, ISSN 1805-9511
Editore: Česká pedagogická společnost, Masarykova univerzita
DOI: 10.5281/zenodo.4009356

Pedagogical Supervision in Poland and Portugal: A Qualitative Study of Discourses and Practices in Teacher Development

Autori: Wiktor Bernad
Pubblicato in: European Doctorate in Teacher Education. Researching Policy and Practice, Numero 2019, 2019, Pagina/e 22-37, ISBN 978-83-65408-35-8
Editore: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej

A Phenomenologically Based Approach to Organizational Learning: Anecdotes in School Leadership Research

Autori: Malte Gregorzewski, Markus Ammann, Michael Schratz
Pubblicato in: European Doctorate in Teacher Education. Researching Policy and Practice, Numero 2019, 2019, Pagina/e 52-69, ISBN 978-83-65408-35-8
Editore: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej

Grammars of Schooling in the Post-Authoritarian Context: A Comparative Study of Changing Teaching Practices in Elementary Education in Czech, Polish and Portuguese Schools

Autori: Lucie Bucharová
Pubblicato in: European Doctorate in Teacher Education. Researching Policy and Practice, Numero 2019, 2019, Pagina/e 39-49, ISBN 978-83-65408-35-8
Editore: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej

Teacher Learning in Innovative Learning Environments in the Context of Educational Reforms and Developmental Interventions

Autori: Helena Kovacs
Pubblicato in: European Doctorate in Teacher Education. Researching Policy and Practice, Numero 2019, 2019, Pagina/e 93-106, ISBN 978-83-65408-35-8
Editore: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej

The Alternatively Certified TEFL Teacher: One-Month TEFL Training Programs and Independent Providers of Alternative Certification, Two Sides of the Same Coin

Autori: Ezra Anthony Howard
Pubblicato in: European Doctorate in Teacher Education. Researching Policy and Practice, Numero 2019, 2019, Pagina/e 71-92, ISBN 978-83-65408-35-8
Editore: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej

Citizenship Education in Austria: Teacher’s Views on and Experiences

Autori: Shaima Muhammad
Pubblicato in: European Doctorate in Teacher Education. Researching Policy and Practice, Numero 2019, 2019, Pagina/e 107-120, ISBN 978-83-65408-35-8
Editore: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej

Information Communication Technology in Teaching English as a Foreign Language: A Teacher Perspective

Autori: Dev Raj Paneru
Pubblicato in: European Doctorate in Teacher Education. Researching Policy and Practice, Numero 2019, 2019, Pagina/e 121-134, ISBN 978-83-65408-35-8
Editore: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej

The Evolution of Teacher Education Programs in Different Countries with a Special Focus on the Role of Practicum in Developing Teacher Competences

Autori: Csilla Pesti
Pubblicato in: European Doctorate in Teacher Education. Researching Policy and Practice, Numero 2019, 2019, Pagina/e 135-146, ISBN 978-83-65408-35-8
Editore: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej

Developing Teacher Subjective Theories of Assessment

Autori: Kinley Seden
Pubblicato in: European Doctorate in Teacher Education. Researching Policy and Practice, Numero 2019, 2019, Pagina/e 147-163, ISBN 978-83-65408-35-8
Editore: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej

Europeanisation in Teacher Education: Comparing Teacher Education Policies and Practices in Austria, Greece and Hungary

Autori: Vasileios Symeonidis
Pubblicato in: European Doctorate in Teacher Education. Researching Policy and Practice, Numero 2019, 2019, Pagina/e 165-178, ISBN 978-83-65408-35-8
Editore: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej

Unpacking Cultural Diversity through a Critical Perspective Lens: Conceptualisations, Practices and Professional Development in a Portuguese Case Study

Autori: Nikolett Szelei
Pubblicato in: European Doctorate in Teacher Education. Researching Policy and Practice, Numero 2019, 2019, Pagina/e 179-190, ISBN 978-83-65408-35-8
Editore: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej

Crossing the Threshold in the Margins: From the Critique of Ideology toward Emancipatory Pedagogical Praxis

Autori: Tamás Tóth
Pubblicato in: European Doctorate in Teacher Education. Researching Policy and Practice, Numero 2019, 2019, Pagina/e 191-203, ISBN 978-83-65408-35-8
Editore: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej

Struggling for Educational Justice in Disabling Societies: A Multi-Sited School-Based Ethnography of Inclusive Policies and Practices in Poland, Austria, and Germany

Autori: Josefine Wagner
Pubblicato in: European Doctorate in Teacher Education. Researching Policy and Practice, Numero 2019, 2019, Pagina/e 205-218, ISBN 978-83-65408-35-8
Editore: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej

Educating the Reflective Professional in Teacher Education: Professional Learning in Teaching and in Other Professions

Autori: Deisi Cecibel Yunga Godoy
Pubblicato in: European Doctorate in Teacher Education. Researching Policy and Practice, Numero 2019, 2019, Pagina/e 219-239, ISBN 978-83-65408-35-8
Editore: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej

How to Keep Your Research Project on Track

Autori: Deisi Yunga
Pubblicato in: ELGAR online, Numero 26 January 2018, 2018, Pagina/e 46-48, ISBN 9781-786435767
Editore: ELGAR online
DOI: 10.4337/9781786435767.00013

A Mix That Works For School Development: School Leadership and Knowledge Sharing

Autori: Malte Gregorzewski, Helena Kovacs
Pubblicato in: European Perspectives in Transformative Education, Numero 2017, 2017, Pagina/e 204-216, ISBN 978-83-65408-22-8
Editore: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej

Revealing the Hidden Profession? Recent Developments to Support: Teacher Educators in Europe – The Cases of Hungary and Poland

Autori: Vasileios Symeonidis, Agata Gajewska-Dyszkiewicz
Pubblicato in: European Perspectives in Transformative Education, Numero 2017, 2017, Pagina/e 144-167, ISBN 978-83-65408-22-8
Editore: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej we Wrocławiu

‘Grammar of Schooling’ and Authorial Schools in Poland:Selected Examples

Autori: Lucie Bucharová
Pubblicato in: European Perspectives in Transformative Education, Numero 2017, 2017, Pagina/e 217-229, ISBN 978-83-65408-22-8
Editore: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej we Wrocławiu

What is pedagogical supervision in Europe today? A study design through the lens of educational policies, common understanding of the notion and teacher perception.

Autori: Wiktor Bernad, Maria João Mogarro
Pubblicato in: European Perspectives in Transformative Education, Numero 2017, 2017, Pagina/e 230-243, ISBN 978-83-65408-22-8
Editore: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej we Wrocławiu

The Deadlock of Schooling

Autori: Tamás Tóth
Pubblicato in: European Perspectives in Transformative Education, Numero 2017, 2017, Pagina/e 71-98, ISBN 978-83-65408-22-8
Editore: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej we Wrocławiu

Transformative Teacher Learning: An Analysis of TransformativeDimensions and Relevance

Autori: Dev Raj Paneru, Shaima Muhammad, Kinley Seden, Nikolett Szelei, Csilla Pesti,Deisi Yunga, Wiktor Bernad
Pubblicato in: European Perspectives in Transformative Education, Numero 2017, 2017, Pagina/e 15-33, ISBN 978-83-65408-22-8
Editore: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej we Wrocławiu

Pippi Longstocking: Reading beyond an Empowerment Icon

Autori: Josefine Wagner, Shaima Muhammad, Ewa Stoecker, Beata Telatyńska
Pubblicato in: European Perspectives in Transformative Education, Numero 2017, 2017, Pagina/e 99-120, ISBN 978-83-65408-22-8
Editore: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej we Wrocławiu

A Mix that Works for School Development: Teacher Learning andSchool Leadership

Autori: Helena Kovacs, Malte Gregorzewski
Pubblicato in: European Perspectives in Transformative Education, Numero 2017, 2017, Pagina/e 184-203, ISBN 978-83-65408-22-8
Editore: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej we Wrocławiu

Better Student Learning: Is Better Good Enough?

Autori: Lucie Buchárová, András Fehérvári, Agnieszka Licznerska, Monika Rusnak,Sofia Sá, Tamás Tóth
Pubblicato in: European Perspectives in Transformative Education, Numero 2017, 2017, Pagina/e 34-47, ISBN 978-83-65408-22-8
Editore: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej we Wrocławiu

Information Communication Technology in Teaching English as aForeign Language from Research Perspective: An Analysis of Class-activities and Teacher Roles

Autori: Dev Raj Paneru
Pubblicato in: European Perspectives in Transformative Education, Numero 2017, 2017, Pagina/e 244-261, ISBN 978-83-65408-22-8
Editore: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej we Wrocławiu

The Emerging European Context: Crossing the Threshold to Rise

Autori: Vasileios Symeonidis, Helena Kovacs, Josefine Wagner, Malte Gregorzewski, Agata Gajewska-Dyszkiewicz, Ewa Stoecker, Ezra Howard
Pubblicato in: European Perspectives in Transformative Education, Numero 2017, 2017, Pagina/e 48-65, ISBN 978-83-65408-22-8
Editore: Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej we Wrocławiu

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