Intercultural Competences in Initial Teacher Education – Comparative Analysis / Interkulturalne kompetencije u inicijalnom obrazovanju učitelja – komparativna analiza

Theorising Practice in Initial Teacher Education

Comparative analysis of two different methods of anaerobic capacity assessment in sedentary young men Komparativna analiza dva različita načina određivanja anaerobne sposobnosti kod mladih nesportista

Background/Aim. The Wingate anaerobic test is a valid and reliable method of measuring anaerobic capacity. The aim of this study was to determine whether other modified test can be used instead of the Wingate test. Methods. A group of 30 sedentary young men were first tested with a cycle ergometer (classic Wingate test), and then with a dynamometer during 30 s of “all out” leg extension exercis...

Reflection in initial teacher education: case for a comprehensive framework

This qualitative case study explores perceptions of university tutors and student teachers involved in a Postgraduate Certificate in Education (PGCE) programme, at a UK university, regarding the connotation and implementation of reflection as a teacher education concept. Reflection has been a complex and at times elusive educational concept; however, in many educational programmes it is often a...

Private Forest Owner Expectations of Interest Associations: Comparative Analysis between Slovenia and Bosnia-herzegovina Očekivanja Privatnih Šumoposjednika Od Interesnih Udruženja: Komparativna Analiza Između Slovenije I Bosne I Hercegovine

Private forests in Slovenia and Bosnia-Herzegovina are important resources for national economic development. Based on differences in the proportion of private forests, the countries differ substantially with regard to the role of private forest owners, as well as the conditions of owner interest associations in the forest policy processes. Since private forest owners are so diverse, there is a...

Teacher knowledge and initial teacher education in the English learning and skills sector

Recent reforms of initial teacher education (ITE) in the learning and skills sector (LSS) in England are standards based and emphasise subject specialism. The reforms are underpinned by objectivist epistemological assumptions which are incompatible with socio-cultural theories of professional knowledge, and ignore the diverse teaching roles and contexts in the sector and wider systemic issues. ...