Vol. 22 No. 3 (2017)

Published December 5, 2017

https://doi.org/10.15663/wje.v22i3

How to educate a nation's teachers. Debating quality initial teacher education for today and for the future

Journal cover

Editorial

Beverley Cooper, Steven Sexton, Alexandra C. Gunn

Introduction to the Special Issue: How to educate a nation's teachers. Debating quality initial teacher education for today and for the future

https://doi.org/10.15663/wje.v22i3.580

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TEFANZ Special issue

Lexie Barbara Grudnoff, Mavis Haigh

The influence of an intentional sustained practicum in a low-decile primary school on pre-service teachers' knowledge of teaching priority learners

https://doi.org/10.15663/wje.v22i3.380

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Karyn Michelle Aspden, Claire McLachlan

A complex act -Teacher educators share their perspectives of practicum assessment.

https://doi.org/10.15663/wje.v22i3.377

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Viv Aitken, Frances Corkery, Kirsty Jones

Positions, storylines and speech acts: How five mentor teachers from EIT's Bachelor of Teaching (Primary) conceptualise their role in the partnership

https://doi.org/10.15663/wje.v22i3.364

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Peter Robert Maslin, Nigel Smith

Practicum as Nexus: Using student voice to improve digital pedagogy within ITE

https://doi.org/10.15663/wje.v22i3.376

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Emily Nelson, Leigh Johnson

Learning to teach in ILEs on practicum: Anchoring practices for challenging times

https://doi.org/10.15663/wje.v22i3.374

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Cathryn Bell, Karyn Robertson, Bev Norsworthy

Influential and intentional teacher education: Embodying a Conceptual Framework

https://doi.org/10.15663/wje.v22i3.572

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Kathleen F Cooper

Challenging dominance in the education sector: Why is it important and how can I do it?

https://doi.org/10.15663/wje.v22i3.371

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