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Keresni az újat szüntelen…: tanulmánykötet Halász Gábor tiszteletére

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TANÁRKÉPZÉSI CURRICULUMOK NEMZETKÖZI ÖSSZEHASONLÍTÁSA 223 Lave, J.; Wenger, E. 1991. Situated learning. Legitimate peripheral participation. University of Cambridge Press, Cambridge Lynch, D. E.; Smith, R. 2006. Designing the classroom curriculum in the knowledge era. AACLMP Press, Brisbane Manzon, M. 2018. „Origins and traditions in comparative education. Challenging some assumptions.” Comparative Education, 54. evf., 1. sz. 1-9. https://doi.org/10.1080/030 50068.2017.1416820 Mazawi, A. E.; Stack, M. 2020. Course syllabi in faculties of education. Bodies of knowledge and their discontents, international and comparative perspectives. Bloomsbury Publishing New York http://public.eblib.com/choice/PublicFullRecord.aspx?p=6198899 McDiarmid, G. W.; Clevenger-Bright, M. 2008. Rethinking teacher capacity. In M. CochranSmith; S. Feiman-Nemser; D. Mclntyre (eds.) Handbook of research on teacher education: enduring questions in changing contexts. Routledge, Taylor & FrancisNew York, Abingdon McDonald, M.; Kazemi, E.; Kavanagh, S. S. 2013. ,Core Practices and Pedagogies of Teacher Education. A Call for a Common Language and Collective Activity.” Journal of Teacher Education, 64. évf., 5. sz. 378-386. https://doi.org/Doi 10.1177/0022487113493807 McLaughlin, M.; Talbert, J. 2001. Professional communities and the work of high-school teaching. University of Chicago Press, Chicago McMahon, M.; Forde, C.; Dickson B. 2015. „Reshaping teacher education through the professional continuum.” Educational Review, 67. évf., 2. sz. 158-178. DOI: 10.1080/00131911.2013.846298 Menter, I.; Hulme, M.; Elliot, D.; Lewin, J 2010. Literature review on teacher education in the 21st century. University of Glasgow, Glasgow Retrieved from https://www2.gov.scot/ Resource/Doc/325663/0105011.pdf Menter, I.; Hulme, M.; Murray, J.; Campbell, A.; Hextall, I.; Jones, M.; Mahony, P.; Procter, R.; Wall, K. 2010. „Teacher Education Research in the UK. The State of the Art.” Revue Suisse Des Sciences de l’education, 32. évf., 1. sz. https://doi.org/10.24452/sjer.32.1.4829 Németh András Magyar pedagógusképzés és pedagógus szakmai tudásformák I., — Nemzeti fejlődési trendek, nemzetközi recepciós hatások. 1775-1945. ELTE Eötvös Kiadó, Budapest Németh András 2013. , A neveléstudomány főbb fejlődésmodelljei és tudományos irányzatai." Neveléstudomdny 1. évf., 1. sz. 18-63. OECD 2009. Creating effective teaching and learning environments. First result s from TALIS. OECD, Paris OECD 2011. Building a High-Quality Teaching Profession. OECD Publishing, Bruxelles OECD 2021. Teaching as a Knowledge Profession: Studying Pedagogical Knowledge across Education Systems (H. Ulferts, ed.). OECD https://doi.org/10.1787/e823ef6e-en Ozzga, J.; Dahler-Larsen, P.; Segerholm, C.; Simola, H. 2011. Fabricating Quality in Education. Data and Governance in Europe. Routledge, New York https://books.google.hu/ books?id=qw-tAgAAQBAJ

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