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מעודכן לתאריך 23.05.2018  
1. Grounding Teacher Education in Practice Around the World: An Examination of Teacher Education Coursework in Teacher Education Programs in Finland, Norway, and the United States
Inga Staal Jenset; Kirsti Klette; Karen Hammerness
JN: Journal of Teacher Education
  Journal of Teacher Education   2018   VOL. 69   NO. 2   pp. 184–197  

2. A University-Community Partnership in Teacher Education From the Perspectives of Community-Based Teacher Educators
Lorena Guillen; Ken Zeichner
JN: Journal of Teacher Education
  Journal of Teacher Education   2018   VOL. 69   NO. 2   pp. 140-153  

3. Brother, Can You Paradigm? Toward a Theory of Pedagogical Content Knowledge in Social Studies
Dave Powell
JN: Journal of Teacher Education
  Journal of Teacher Education   2018   VOL. 69   NO. 3   pp. 252-262  

4. Selection and rejection in teacher education: qualities of character crucial in selecting and developing teacher education students
Amanda McGraw ; Tim Fish
JN: Asia-Pacific Journal of Teacher Education
  Asia-Pacific Journal of Teacher Education   2018   VOL. 46   NO. 2   pp. 120-132  

5. Who should teach? A Chinese teacher candidate’s understandings of a good teacher and racialised experiences
Jihea (Kang) Maddamsetti, Terry K. Flennaugh & Cheryl L. Rosaen
JN: Asia-Pacific Journal of Teacher Education
  Asia-Pacific Journal of Teacher Education   2018   VOL. 46   NO. 2   pp. 148-166  

6. Eastern/Western conceptions of the “Good Teacher” and the construction of difference in teacher education
Lilach Marom
JN: Asia-Pacific Journal of Teacher Education
  Asia-Pacific Journal of Teacher Education   2018   VOL. 46   NO. 2   pp. 167-182  

7. Critical moments in the process of educational change: understanding the dynamics of change among teacher educators
David L. Brody: Linor Lea Hadar
JN: European Journal of Teacher Education
  European Journal of Teacher Education   2018   VOL. 41   NO. 1   pp. 50-65  

8. Towards an ‘international forum for teacher educator development’: an agenda for research and action
Geert Kelchtermans, Kari Smith & Ruben Vanderlinde
JN: European Journal of Teacher Education
  European Journal of Teacher Education   2018   VOL. 41   NO. 1   pp. 120-134  

9. Tensions and paradoxes in teaching: implications for teacher education
Miriam Ben-Peretz & Maria Assun??o Flores
JN: European Journal of Teacher Education
  European Journal of Teacher Education   2018   VOL. 41   NO. 2   pp. 202-213  

10. National context and teacher characteristics: Exploring the critical non-cognitive attributes of novice teachers in four countries
Tracy L. Durksen; Robert M. Klassen; Waleed Al Hashmi et al
JN: Teaching and Teacher Education
  Teaching and Teacher Education   2018   VOL. 72   pp. 64-74  

11. Countering deficit discourse: Preservice teacher experiences of core reflection
Thomas D. Browning
JN: Teaching and Teacher Education
  Teaching and Teacher Education   2018   VOL. 72   pp. 87-97  

12. Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform
Christian Fischer; Barry Fishman; Chris Dede et al
JN: Teaching and Teacher Education
  Teaching and Teacher Education   2018   VOL. 72   pp. 107-121  

13. Developing a material-dialogic approach to pedagogy to guide science teacher education
Lindsay Hetherington & Rupert Wegerif
JN: Journal of Education for Teaching
  Journal of Education for Teaching   2018   VOL. 44   NO. 1   pp. 27-43  

14. The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland
Gerry Czerniawski; Donald Gray; Paul Conway; Ainat Guberman
JN: Journal of Education for Teaching
  Journal of Education for Teaching   2018   VOL. 44   NO. 2   pp. 133-148  

15. ‘I love a curry’: student-teacher discourse around ‘race’ and ethnicity at a UK university
Linda Dunne, Virginia Kay, Rachel Boyle, Felix Obadan & Vini Lander
JN: Journal of Education for Teaching
  Journal of Education for Teaching   2018   VOL. 44   NO. 2   pp. 162-174  

16. ‘Trying to decide … what sort of teacher I wanted to be’: mentoring as a dialogic practice
Debra Talbot, Jane Denny & Sarah Henderson
JN: Teaching Education
  Teaching Education   2018   VOL. 29   NO. 1   pp. 47-60  

17. Multiple Literacy Tutoring Experiences across a Teacher Preparation Program: How Can Practice in Hybrid Spaces Challenge the “Practice Makes Practice” Dilemma?
James V. Hoffman, Melissa Mosley Wetzel & Samuel DeJulio
JN: Action in Teacher Education
  Action in Teacher Education   2018   VOL. 40   NO. 1   pp. 58-76  

18. Deliberative teacher education beyond boundaries: discursive practices for eliciting gender awareness
Geraldine Mooney Simmie & Manfred Lang
JN: Teachers and Teaching: theory and practice
  Teachers and Teaching: theory and practice   2018   VOL. 24   NO. 2   pp. 135-150  

19. Pedagogical transitions among science teachers: how does context intersect with teacher beliefs?
Miriam Hamilton
JN: Teachers and Teaching: theory and practice
  Teachers and Teaching: theory and practice   2018   VOL. 24   NO. 2   pp. 151-165  

20. On Educational Advocacy and Cultural Work: Situating Community-Based Youth Work[ers] in Broader Educational Discourse
Bianca J. Baldridge
JN: Teachers College Record
  Teachers College Record   2018   VOL. 120   NO. 2   pp. 1-28  

21. Relationships Among Teachers’ Formal and Informal Positions and Their Incoming Student Composition
Chong Min Kim, Kenneth A. Frank & James P. Spillane
JN: Teachers College Record
  Teachers College Record   2018   VOL. 120   NO. 3   pp. 1-34  

22. Teaching for Hope in the Era of Grit
Sarah M. Stitzlein
JN: Teachers College Record
  Teachers College Record   2018   VOL. 120   NO. 3   pp. 1-28  

23. Factors contributing to the retention of natural mentors among underrepresented students across the first year of college
Andrea Negrete, Aisha N. Griffith & Noelle M. Hurd
JN: Mentoring & Tutoring: Partnership in Learning
  Mentoring & Tutoring: Partnership in Learning   2018   VOL. 26   NO. 1   pp. 70-90  

24. The role of social community and individual differences in minority mentoring programs
Joi-Lynn Mondisa & Sara A. McComb
JN: Mentoring & Tutoring: Partnership in Learning
  Mentoring & Tutoring: Partnership in Learning   2018   VOL. 26   NO. 1   pp. 91-113  

25. Who Feels Included in School? Examining Feelings of Inclusion Among Students With Disabilities
Leanna Stiefel; Menbere Shiferaw; Amy Ellen Schwartz
JN: Educational Researcher
  Educational Researcher   2018   VOL. 47   NO. 2   pp. 105-120  

26. Understanding the Promise: A Typology of State and Local College Promise Programs
Laura W. Perna; Elaine W. Leigh
JN: Educational Researcher
  Educational Researcher   2018   VOL. 47   NO. 3   pp. 155-180  

27. Does Remediation Work for All Students? How the Effects of Postsecondary Remedial and Developmental Courses Vary by Level of Academic Preparation
Angela Boatman; Bridget Terry Long
JN: Educational Evaluation and Policy Analysis
  Educational Evaluation and Policy Analysis   2018   VOL. 40   NO. 1   pp. 29-58  

28. The Effects of Teacher Match on Students’ Academic Perceptions and Attitudes
Anna J. Egalite; Brian Kisida
JN: Educational Evaluation and Policy Analysis
  Educational Evaluation and Policy Analysis   2018   VOL. 40   NO. 1   pp. 59-81  

29. “Not Pure Harmony, but Less of a Power Struggle”: What Do Teachers and Pedagogues Think About Using Existential Pedagogy?
Heidi Siller & Eva Maria Waibel
JN: The Teacher Educator
  The Teacher Educator   2018   VOL. 53   NO. 1   pp. 44-56  

30. Using Activity Theory to Examine How Teachers' Lesson Plans Meet Students' Learning Needs
Estella Williams Chizhik & Alexander Williams Chizhik
JN: The Teacher Educator
  The Teacher Educator   2018   VOL. 53   NO. 1   pp. 67-85  

31. Strategies for effecting system-wide pedagogical change: identifying and addressing the gap between organizational and pedagogical implementation
Yehudith Weinberger
JN: Professional Development in Education
  Professional Development in Education   2018   VOL. 44   NO. 1   pp. 47-61  

32. Rethinking models of professional learning as tools: a conceptual analysis to inform research and practice
Mark Boylan, Mike Coldwell, Bronwen Maxwell & Julie Jordan
JN: Professional Development in Education
  Professional Development in Education   2018   VOL. 44   NO. 1   pp. 120-139  

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