Revues scientifiques

Teaching and Teacher Education, 24(5) 2008

1.
Editorial board/Publication information
Page IFC
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2.
A Hong Kong case of lesson study—Benefits and concerns
Pages 1115-1124
Jackie F.K. Lee
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3.
Silence speaks: Whiteness revealed in the absence of voice
Pages 1125-1136
Lisa A. Mazzei
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4.
Fulfilment of the basic psychological needs of student teachers during their first teaching experiences
Pages 1137-1148
Frits Evelein, Fred Korthagen, Mieke Brekelmans
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5.
Novice teachers’ conceptions of fairness in inclusion classrooms
Pages 1149-1159
Ruth A. Wiebe Berry
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6.
Teachers’ emotions in the reconstruction of professional self-understanding
Pages 1160-1172
Alexa Darby
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7.
Teachers’ job satisfaction: Analyses of the Teacher Follow-up Survey in the United States for 2000–2001
Pages 1173-1184
Xiaofeng Steven Liu, Jase Ramsey
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8.
Mandated curriculum change and a science department: A superficial language convergence?
Pages 1185-1199
Wayne Melville
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9.
Messy learning: Preservice teachers’ lesson-study conversations about mathematics and students
Pages 1200-1216
Amy Noelle Parks
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10.
On the front-line: Teachers as active observers of pupils’ mental health
Pages 1217-1231
Despina M. Rothì, Gerard Leavey, Ron Best
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11.
Catching sight of talk: Glimpses into discourse groups
Pages 1232-1243
Pamela Jewett, Nancy Goldstein
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12.
How teachers express their knowledge through narrative
Pages 1244-1258
María Clemente, Elena Ramírez
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13.
Conceptualizing mentor knowledge: Learning from the insiders
Pages 1259-1269
Michelle Parker-Katz, Mary Bay
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14.
Effects of fieldwork experience on empowering prospective foreign language teachers
Pages 1270-1287
Min-Hsun Chiang
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15.
Teachers’ reflections of professional change during a literacy-reform initiative
Pages 1288-1303
Diane Corcoran Nielsen, Arlene Lundmark Barry, Pam Trefz Staab
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16.
Dialogue as a catalyst for teacher change: A conceptual analysis
Pages 1304-1316
Clare Penlington
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17.
Disavowed: The stories of two novice teachers
Pages 1317-1332
Lisa Scherff
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18.
Teachers’ discourse during cooperative learning and their perceptions of this pedagogical practice
Pages 1333-1348
Robyn M. Gillies, Michael Boyle
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19.
School climate factors relating to teacher burnout: A mediator model
Pages 1349-1363
Jessica L. Grayson, Heather K. Alvarez
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20.
The relationship between culture and the development of critical thinking abilities of prospective teachers
Pages 1364-1375
M.M. Grosser, B.J.J. Lombard
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21.
Using students’ drawings to elicit general and special educators’ perceptions of co-teaching
Pages 1376-1396
Harriet J. Bessette
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 Book Review
22.
Counternarratives: studies of teacher education and becoming and being a teacher. New York: SUNY Press, Robert V. Bullough, Jr.
Pages 1397-1399
Mary D. Burbank
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