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KEYNOTE LECTURES
Edem Adubra, Head of the Secretariat, International Task Force on Teachers for EFA, Division for Teachers and Higher Education, UNESCO:
Fragmentation of Teacher Education: Responses from the Teacher Task Force Network
Kwame Akyeampong, University of Sussex, UK:
Reconceptualising Teacher Education for a post 2015 Education for All Agenda
Anthony Finn, University of Glasgow, UK:
The Future of Teaching as a Profession in Europe: Regulation or Relegation?
Pavel Zgaga, University of Ljubljana, Slovenia:
Fragmentation in Teacher Education vs. Fragmentation in Higher Education
PRESENTATIONS
Ferenc Arató:
Competences or/and Structures? Competence Based Development within Cooperative Structures - Reflections of a Teacher Training Pilot Program
Jasna Arrigoni and Petra Pejić Papak:
An Overview of Teacher Education to Work with Gifted Pupils in Croatia and Worldwide
Bjorn Astrand:
Ideas for a Better Future: Coming Full Circle, a Century of Shifting Approaches Towards an Improved Teacher Education in Sweden (1865 - 2013)
Yvonne Bain and Jayne Bruce:
Connecting Learners for Distance Learning Initial Teacher Education (DLITE)
Kathleen Beaudoin, Darko Lončarić and Sanja Skočić Mihić:
Are Teachers Adequately Prepared to Manage Difficult Behavior in Croatian Classrooms? Teacher Preparation, Strategy Use and Needed Supports
Dragana Bjekić, Svetlana Obradović and Milevica Bojović:
Standards of Teacher Professional Activities and Standards of Teacher Education – Connection and Function
Danijela Blanuša Trošelj and Željka Ivković:
Preschool Teachers’ Education on Their Way to Professional Ethics
Olga Bombardelli:
A Networked European Teacher Training for Quality and Cooperation
Dejana Bouillet and Jasna Kudek-Mirošević:
Students with Disabilities as a Source of Fragmentation of Educational Practice
Pete Bradshaw, Mahruf Shohel, Lore Gallastegi, Dalia El Hawary, Hala Ahmed, Roula Ojeimi and Nisrine Sawli:
Internationalisation of Teacher Education: Exploring the current trends in Egypt, England, Lebanon and Scotland
Olinka Breka and Ana Petravić:
Foreign Language Teachers and the Intercultural Dimension in Primary School
Jayne Bruce and Yvonne Bain:
Connected Learning - A Collaborative Partnership Approach
Ivana Cindrić, Marija Andraka and Milka Bilić-Štefan:
Raising Students’ Awareness of Teaching Competences by Means of the European Portfolio for Student Teachers of Languages
Aleksandra Čižmešija and Željka Milin Šipuš:
Mathematics Teacher Education at the Department of Mathematics, University of Zagreb
Sanja Fulgosi and Natalija Curkovic:
Teachers’ Capability to Assess Item Difficulty – Quantitative and Qualitative Analyses
Gabrijela Grujic and Maja Ignjacevic:
Music Education Syllabi within Preschool Teacher Training Programs in Serbia
Boris Jokić and Andrea Soldo:
The Multiplicity of Roles of Teachers in Private Tutoring in Eurasia - A Source of or the Solution to the Phenomenon?
Tinde Kovacs Cerović, Jelena Radišić and Dejan Stanković:
Bridging the Gap between Teachers’ Initial Education and Induction: Case Study of Serbia
Vesna Kovač and Iva Buchberger:
Teachers' Role in School Leadership: Trends and Challenges
Evija Latkovska and Lūcija Rutka:
Self-Assessment of Student Teachers’ Pedagogical Activity. School Mentors’ Standpoint in the Context of Latvia
Joanna Madalińska-Michalak:
Developing Teachers’ Socio-Emotional Competencies and Integrated Professional Learning Cultures
Sandra Mardesic:
Reflection as a Model of Linking Initial Teacher Education to Continuous Professional Development
Snežana Marinković, Teodora Marinković and Lidija Zlatić:
School and Teachers between Socialization Potentials Offered by Convention of the Rights of the Child and Folk Pedagogy
Iris Marušić, Ivana Jugović and Darko Lončarić:
Approaches to Learning of First-Year and Fifth-Year Student Teachers - Are there any Changes?
Teresa Moran, Neil Taylor and Derek Robertson:
Establishing Sustainable Approaches to Early Phase Partnership
Bardhyl Musai:
More than 15-Years of Hard Work for Filling the Gap between Initial Teacher Education and Professional Development – The Case of Albania
Hannele Niemi, Kari Smith, Ruben Vanderlinde, Frances Rust, Gerry Czerniawski, Mandi Berry and Michal Golan:
Fragmentation of Teacher Educators' Professional Development - How does it Look Like from National Perspectives?
Svetlana Obradović, Dragana Bjekic and Snežana Marinković:
Between Teacher Education and Educational Inclusion
Natasa Pantic:
Education of Teachers as Agents of Change for Social Justice
Mojca Peček, Sunčica Macura-Milovanović and Ivan Čuk:
Regular Teacher Education Vs. Special Teacher Education
Hannu Salmi:
Inspiring Science: Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology for Teachers’ Professional Development
Blerim Saqipi:
The Experience of Abolishing Fragmentation and Raising Professionalism Bar: Teacher Education in Kosovo
Marco Snoek:
Fighting Fragmentation in Universities and Schools Relations. From Transfer of Learning to Boundary Crossing in Post-Initial Master’s Programs
Ognen Spasovski:
Inclusive education: When preparation to be a teacher doesn’t match the demands to be a teacher
Mihaela Stîngu, Eve Eisenschmidt and Romiță Iucu:
Different Approaches to Mentor Education Improving Teacher Induction
Kristina Telek, Anita Tóth Vásárhelyi and Tatjana Varju Potrebić:
Teacher as Expert in the Net of Educational System
Lidija Terek, Kristina Telek, Irena Terzić, Anka Ivanović and Nevena Šćepanović:
Professional Development Programs as a Support for Teachers at the Beginning of Their Careers
Asja Vanaga and Lūcija Rutka:
The Initiative of Preschool Children in the Process Self-Directed Learning
Zeqir Veselaj and Ethem Ceku:
Challenges in Transforming Teacher Education Programs from Concurrent to Consecutive System- Case of Kosovo
Jelena Vranjesevic and Natasa Vujisic Zivkovic:
Development of Teachers’ Research Competences: Toward Active Participation in Shaping Education Policies
Tina Vrsnik Perse, Katja Košir and Tomaž Bratina:
Practical Teaching Training of Undergraduate Students – Future Primary Education Teachers
Milica Vucetic:
State of Research on “Bridging the Gap” between Initial Teacher Education and Induction - A Literature Review of Studies Published in the Last Decade
Lidija Vujičić, Renata Čepić and Sanja Tatalović Vorkapić:
Lifelong Learning and Changes in Preschool Teacher Education – Croatian Experiences
Sina Westa:
Teacher Education between "Lehr - und Lernfreiheit"
Sarah Younie and Marilyn Leask:
Knowledge Mobilisation to Overcome the Fragmentation between Research and Practice: MESH (Mapping Education Specialist Knowhow)
Lidija Zlatić, Milevica Bojović and Milica Vučetić:
Teacher Communication Competence: From Initial Education towards Continuous Professional Development
Nataša Zrim Martinjak:
Influence of a Habitus and Practical Education on the Pedagogic Praxis of a Teacher