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Mihic, Sanja Skocic; Trošelj, Danijela Blanuša; Katic, Vesna – Center for Educational Policy Studies Journal, 2019
With a half-century of tradition, early and preschool education in the Republic of Croatia is a highly organised system in which preschool teachers meet high professional standards. Among their professional requirements, they have been legally bound to counsel parents since 2008. However, no other documents or papers in Croatia describe or specify…
Descriptors: Preschool Teachers, Foreign Countries, Parent Teacher Cooperation, Counseling
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McMahon, Don Douglas; Walker, Zachary – Center for Educational Policy Studies Journal, 2019
The aim of this article is to explore the opportunities and challenges that arise with the proliferation of new technology, to provide an understanding of why it is important to try new strategies in education, and to provide an inclusive framework for experimentation using tools such as robotisation, automatisation, artificial intelligence and…
Descriptors: Inclusion, Access to Education, Educational Experience, Educational Strategies
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Haagen-Schutzenhofer, Claudia; Joham, Birgit – Center for Educational Policy Studies Journal, 2018
It is commonly agreed that experiments play a central role in teaching and learning physics. Recently, Inquiry-Based Learning (IBL) has been introduced into science teaching in many countries, thus giving another boost for experiments. From a didactical point of view, experiments can serve a number of different goals in teaching and learning…
Descriptors: Physics, Inquiry, Teaching Methods, Teacher Attitudes
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Semec, Katica Pevec – Center for Educational Policy Studies Journal, 2018
This article discusses the implementation of cross-border learning mobility, which has taken place in some schools and kindergartens at the tri-border area of Slovenia, Austria and Italy. The findings suggest that the implementation of multilingual and intercultural practices, which involve weekly exchanges of 'mobile teachers' from neighbouring…
Descriptors: Multilingualism, Multicultural Education, Faculty Development, Language Acquisition
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Szelei, Nikolett; Alves, Ines – Center for Educational Policy Studies Journal, 2018
As an attempt to promote educational success in socio-economically disadvantaged contexts, area-based initiatives are often launched in Europe, such as the programme "Territórios Educativos de Intervenção Prioritária" in Portugal. Given the importance of teaching quality to enhance student learning and considerable student diversity in…
Descriptors: Foreign Countries, Educational Opportunities, Cultural Pluralism, Faculty Development
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Gregorzewski, Malte; Schratz, Michael; Wiesner, Christian – Center for Educational Policy Studies Journal, 2018
This paper introduces the innovative model FieldTransFormation[superscript 360] and its aim to help educational leaders in assessing their personal mastery. Moreover, it presents empirical findings from its first exploratory application in an Austrian leadership framework. In a first conceptual part, the theoretical underpinnings and the context…
Descriptors: Foreign Countries, Instructional Leadership, Leaders, Transformational Leadership
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Kovacs, Helena – Center for Educational Policy Studies Journal, 2018
In its essence, transformative learning is a dynamic and ever-emerging process, according to the core literature that deals with it. As such, when examined from the perspective of teacher professional development, transformative learning ceases being solely related to an individual and becomes a composition within which the individual creates and…
Descriptors: Transformative Learning, Foreign Countries, Teacher Collaboration, Educational Change
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Šaric, Marjeta; Šteh, Barbara – Center for Educational Policy Studies Journal, 2017
Critical reflection in teachers' professional development has received much attention in the scholarly literature, and there is an overwhelming consensus about its great significance to the quality of teachers' work. Nevertheless, despite the well-established role of reflection, a large gap between the professed goals and the actual reflective…
Descriptors: Reflection, Faculty Development, Critical Thinking, Barriers
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Aškerc-Veniger, Katarina – Center for Educational Policy Studies Journal, 2016
Pedagogical training courses (PTCs) for university teachers have often been discussed and have become a widespread trend in recent years in many countries. Many university teachers consider pedagogical training (PT) as a valuable tool in their teaching practice. In Slovenia, however, there is little evidence of teachers' opinions and beliefs…
Descriptors: Foreign Countries, Higher Education, College Faculty, Teacher Attitudes
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Stîngu, Mihaela; Eisenschmidt, Eve; Iucu, Romi?a – Center for Educational Policy Studies Journal, 2016
The aim of this paper is to examine the induction programme for newly qualified teachers and mentor education in Estonia, providing a comparative analysis of existing Estonian and possible Romanian models of mentoring. While the Estonian induction programme has been in place for more than ten years, induction in Romania is a relatively new and has…
Descriptors: Foreign Countries, Beginning Teacher Induction, Comparative Analysis, Comparative Education
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Harju, Vilhelmiina; Niemi, Hannele – Center for Educational Policy Studies Journal, 2016
The first few years in the teaching profession are usually demanding. Although initial teacher education forms an essential foundation for teachers' work, it cannot fully prepare new teachers for the complexities of working life. This study focuses on investigating the need for professional development support among newly qualified teachers to…
Descriptors: Foreign Countries, Teacher Competencies, Comparative Analysis, Comparative Education
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Choi, Hee Jun; Park, Ji-Hye – Center for Educational Policy Studies Journal, 2016
Korea has used three different teacher evaluation systems since the 1960s: teacher performance rating, teacher performance-based pay and teacher evaluation for professional development. A number of studies have focused on an analysis of each evaluation system in terms of its advent, development, advantages and disadvantages, but these studies have…
Descriptors: Foreign Countries, Teacher Evaluation, Evaluation Methods, Methods Research
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Marentic Požarnik, Barica; Lavric, Andreja – Center for Educational Policy Studies Journal, 2015
For too long, the quality of teaching and learning in universities has been undervalued in comparison to research. Current social, economic, ecological and other challenges require that more attention be given to measures to improve the situation. Academic staff should receive incentives, policy support and high-quality pedagogical training to…
Descriptors: Teacher Competencies, Case Studies, Instructional Improvement, Instructional Effectiveness
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Vula, Eda; Berisha, Fatlume; Saqipi, Blerim – Center for Educational Policy Studies Journal, 2015
This study examined the lessons learned from the introduction of a teacher mentoring culture within a teacher professional development program in selected pilot schools in Kosovo. Four mentor teachers and four mentee focus groups were involved in the open interviews, and their portfolios were examined. The important themes in terms of developing a…
Descriptors: Foreign Countries, Mentors, Faculty Development, Focus Groups
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da Rocha, Karin – Center for Educational Policy Studies Journal, 2014
Growing challenges, demographic change and the need to deal with various demands in one's professional and private life call for a high flexibility and willingness to learn, especially among teachers, who serve as role models in this respect. Consequently, professional development has to focus on reflective and introspective processes. At the…
Descriptors: Foreign Countries, Mentors, Qualitative Research, Questionnaires
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