Editorial
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Editorial
Kay Livingston
Pages 341 – 344
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Articles
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The activities of a school-based teacher educator: a theoretical and empirical exploration
Corinne van Velzen; Monique Volman
Pages 345 – 367
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Why is Finnish teacher education successful? Some goals Finnish teacher educators have for their teaching
Marja-Terttu Tryggvason
Pages 369 – 382
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Every Child Matters: the perceptions of a sample of initial teacher education trainees in England
Ian Davies; Paula Mountford; Ann Gannon
Pages 383 – 399
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Language teacher education in Finland and the cultural dimension of foreign language teaching – a student teacher perspective
Eva Larzén-Östermark
Pages 401 – 421
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Catalytic tools: understanding the interaction of enquiry and feedback in teachers’ learning
Vivienne M. Baumfield; Elaine Hall; Steven Higgins; Kate Wall
Pages 423 – 435
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Comparative study of the evaluation of professional competencies by experienced and trainee Spanish primary teachers
A. De Juanas Oliva; P. Fernández Lozano; R. Martín del Pozo; M. González Ballesteros; E. Pesquero Franco; E. Sánchez Martín
Pages 437 – 454
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Teacher learning and policy intention: selected findings from an evaluation of a large-scale programme of professional development in the Republic of Ireland
Damian Murchan; Andrew Loxley; Keith Johnston
Pages 455 – 471
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Towards professionalism: ethical perspectives of Israeli teachers
Orly Shapira-Lishchinsky
Pages 473 – 487
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Book reviews
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Effective multi-agency partnerships – putting Every Child Matters into practice
Peter Lee
Pages 489 – 490
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Putting together professional portfolios
Amanda Corrigan
Pages 491 – 492
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