Bridging gaps between educational stakeholders at the classroom, school, and system
levels is essential to achieve sustainable change in primary and secondary education …

Despite increasing interest in university-based teacher educators (UBTEs)'professional
expertise and development, their professional identity remains under-researched. This …

In this study the development of five pre-service teachers' perspectives on their roles as
extended professionals in collaborative teacher research is investigated. A multiple case …

Stakeholders in vocational education have difficulties communicating and collaborating on
the design of education because they often lack a shared understanding of what constitutes …

A central part of Swedish vocational teachers' work concerns their students' work-based
learning (WBL). The focus of this article is the character of the relational work carried out by …

Differentiated Instruction (DI) is proposed as an approach to create inclusive classrooms.
Research shows that professional development is necessary for teachers to implement DI …

Differentiated Instruction has been promoted as a model to create more inclusive
classrooms by addressing individual learning needs and maximizing learning opportunities …

This study aims to seek an understanding of teachers' construction of identity and practice
through theoretical and practical retraining workshops in local contexts of Vietnam where …

Understanding the professional identity of university-based teacher educators (UBTEs)
enables a better understanding of how UBTEs understand and engage in the work of …

Elke leerling, ongeacht de economische, culturele en sociale gezinsachtergrond, successen
laten ervaren via het onderwijs is nog steeds een enorme uitdaging. Vanuit equity …