Titlebook: Coherence in European Teacher Education; Theoretical Models, Gerard Doetjes,Vlatka Domovic,Katja Zaki Book‘‘‘‘‘‘‘‘ 2024 The Editor(s) (if

HAVOC

The (in)coherence of European Teacher Education: A Comparative Mapping of Policies at National and f initial teacher education (ITE) programmes at universities. Findings reveal an incoherence within and across teacher education systems, particularly regarding the continuum of teacher education. Although the structure and duration of ITE proves coherent, the distribution of knowledge domains and c

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除草劑

,Co-Constructing Multidisciplinary Coherence in Subject Teacher Education: Students’ Reflections in iscourses of multidisciplinarity relate to the conceptualization of different dimensions of disciplinary coherence (i.e., inter-, multi- and transdisciplinary) and what this means for the development of teacher education.

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META

The (in)coherence of European Teacher Education: A Comparative Mapping of Policies at National and teacher education systems with the objective of improving students’ learning outcomes. A central aspect of such reform efforts is the improvement of coherence of teacher education in terms of interlinking phases, actors, contents of teacher education, and professional knowledge domains. The aim of t

印第安人

Epistemic Coherence in Teacher Education,mic coherence is conceptualized as an emergent achievement comprising two key components: a) student teachers creating relations between a range of knowledge resources or modes of knowledge production and b) student teachers creating personal relationships with professional knowledge. This analytica