information ( Rogoff 1990 ; Vygotsky 1978 ). Teacher education students who undertake dialogue-based learning for education-related topics may potentially develop a more profound understanding than students who do not. Dialogue-based peer learning (DBPL
Search Results
Creating a reflective space in higher education
The case of a Swedish course for professional principals
Katina Thelin
Process ( Boston : Heath & Co ). Darling-Hammond , L. ( 2006 ), Powerful Teacher Education ( San Francisco, CA : Jossey-Bass ). Ellström , P. ( 2006 ), ‘ Two logics of learning ’, in E. Antonacopoulou , P. Jarvis , V. Andersen , B
Enacting inclusivity in the preparation of emerging scholars
A response to programme reform in higher education
Saran Stewart, Chayla Haynes, and Kristin Deal
), ‘ Aggressive and tender navigations: teacher educators confront whiteness in their practice ’, Journal of Teacher Education 61 , no. 3 : 225 – 236 . https://doi.org/10.1177/0022487109359776 . 10.1177/0022487109359776 hooks , b . ( 1994 ), Teaching to
Introduction
Exceptionalism and Necropolitical Security Dynamics in Olympic Rio de Janeiro
Margit Ystanes and Tomas Salem
. Knopf . Furedi , Frank . 2006 . Culture of Fear Revisited . London : Continuum . Fylkesnes , Sandra . 2019 . “ Patterns of Racialised Discourses in Norwegian Teacher Education Policy: Whiteness as a Pedagogy of Amnesia in the National
Aimee Haley
than whole programmes and are mostly in the areas of teacher education, healthcare and vocational education ( SOU 2015 ). Higher education and migration With academic programmes offered through distance education being limited in Sweden as in
Sangeeta Bagga-Gupta, Giulia Messina Dahlberg, and Sylvi Vigmo
, pointing to the dialectic of policy and practice framings: a deaf student was prevented from completing an English-language course as part of their teacher education programme because the special pedagogical arrangements at the institution did not include
Maria Bucur, Alexandra Ghit, Ayşe Durakbaşa, Ivana Pantelić, Rochelle Goldberg Ruthchild, Elizabeth A. Wood, Anna Müller, Galina Goncharova, Zorana Antonijević, Katarzyna Sierakowska, Andrea Feldman, Maria Kokkinou, Alexandra Zavos, Marija M. Bulatović, Siobhán Hearne, and Rayna Gavrilova
pp., no price listed (paperback), ISBN: 978-9926-422-16-5. Book review by Andrea Feldman University of Zagreb, Faculty of Teacher Education The book under review shows the results of research conducted by Zilka Spahić Šiljak, a versatile human
