Literature on Teacher Education

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1 Literature on Teacher Education Brennan, J. & Teicheler, U. (2008) The future of higher education and of higher education research. Higher Education. 59, Brownell, M. T., Griffin, C., Leko, M. M., & Stephens, J. (2011). Improving Collaborative Teacher Education Research: Creating Tighter Linkages. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 34(3), doi: / Darling-Hammond, L. (2006). Constructing 21st-Century Teacher Education. Journal of Teacher Education, 57(3), doi: / Esteves, M. (2009) Construção e desenvolvimento das competências profissionais dos professores. Sísifo, Revista de Ciências da Educação, 8, European Commission. (2013, July). Supporting teacher competence development: for better learning outcomes. Retrieved from Gassner, O., Kerger, L. Schratz, M. (2010) Ten Years after Bologna; Towards a European Teacher Education Area, ENTEP - The First Ten Years after Bologna. Bucuresti: Editura Universitatii din Bucuresti Hökkä, P., Eteläpelto, A., & Rasku-Puttonen, H. (2010). Recent tensions and challenges in teacher education as manifested in curriculum discourse. Teaching and Teacher Education, 26(4), doi: /j.tate Hudson, B., & Zgaga, P. (Eds.). (2008). Teacher Education Policy in Europe: a Voice of Higher Education Institutions. Umea: University of Umea, Faculty of Teacher Education. Iucu, R. & Codorean G. (2010) Teachers educators in Romania. A quality approach. Preparing the workforce for the Information Society, CIEA, International conference on Adult Education Tom 3/2010, Iasi, Editura Universitatii, Iucu, R. & Iordache-Platis, M.(2012) Extra-curriculum activities-challenges and opportunities,, 4th World Conference on Educational Sciences, 2-5 Febr., Barcelona, Spain Iucu, R. (2008) Content and quality of Teacher Education across the European Union, European Paliament, (Institute of Education, University of London, UK) expert IP/B/CULT/FWC/ /LOT02-C2-SC02 Iucu, R. (2008)Initial teacher education in teaching context in Romania, Proceeding Portugal Presidency of the Council of the European Union, Conferinta Techer professional development for the quality and equity of livelong learning, Portugal Iucu, R., Mironov C, Borzea E. (2009) La formacion del profesorado en el sistema educativo rumano, in Nuevos retos de la Profesion Docente. El II Seminario Internacional Nuevos retos de la Profesion Docente, Barcelona Iucu, R., Ciolan, L., Borzea, A. (2011) Higher Education Teacher Training for QA, Management of Tehnical Changes, Proceedings of the 7th International conference on Management of Tehnical Changes, 1-3 sept.2011, Alexandroupolis, Grecia, Democritus University of Thrace, Grecia, Iucu, R.,Manolescu, M. Ciolan,L., Bucur, C. (2010) Professionals in early childhood education and care systems - European profiles and perspectives. In: Pamela Oberhuemer, Inge Schreyer, Michelle J. Neuman- eds), Opladen&Farmigton Hills: Budrich Publishers Iucu,R. &Todorescu, L: (2012)The academic structure and organization within the Romanian higher education system from the perspective of the bologna process -practical application for Technical Higher Education institutions, Procedia - Social and Behavioral Sciences, 33: Kleickmann, T., Richter, D., Kunter, M., Elsner, J., Besser, M., Krauss, S., & Baumert, J. (2012). Teachers' Content Knowledge and Pedagogical Content Knowledge: The Role of Structural Differences in Teacher Education. Journal of Teacher Education, 64(1), doi: /

2 Ponte, J.P. (2013). Researching with/as practitioners in doctoral programs. State of the art of research in teacher education Seminar, Lisbon, September Potolea, D., Toma, S. & Mosoiu, O. (2011) Professional doctorate: identity and legitimacy. European Journal of Qualifications, 2, Roldão, M. C., Reis, P., & Costa, N. (2012). Da incoerência burocrática à eficácia de um dispositivo de supervisão/formação: estudo do desenvolvimento profissional numa situação de indução.revista Ensaio revista de políticas educativas e avaliação, 20(76), (on line at: emhttp://www.scielo.br/pdf/ensaio/v20n76/02.pdf) The Association of Teacher Educators. (n.d.). Standards for Teacher Educators. Retrieved from Tibor Karlovitz,T. & Iucu, R. (2012) Current Issues in Theory and Practice of Education Association of Educational Sciences, Budapest Tinoca, L. (2013). Trends in graduate dissertations on Teacher Education at the University of Lisbon ( ). State of the art of research in teacher education Seminar, Lisbon, September Tinoca, L.; Ponte, J.P.; Galvão, C. & Curado, A.P. (2013). Key Issues in Teacher Education. State of the art of research in teacher education Seminar, Lisbon, September 2013 Wilson, S. M. (2006). Finding a Canon and Core: Meditations on the Preparation of Teacher Educator-Researchers. Journal of Teacher Education, 57(3), doi: / Literature on Teacher Education Professional Development Emil Paun, Roumanie. Attendre ou produire le changement?, Revue internationale d éducation de Sèvres 40, décembre 2005, URL : Iucu, R, Kovacs,M., Târcă, A., Ciolan, L. (2009) Ghidul furnizorului de formare continuă a personalului din învățământul preuniversitar, Bucuresti: Editura Atelier Didactic Iucu, R. & Panisoara, O. (1999) Teacher Training Research Report 1- Reform project of Preuniversity Education National Council of Teacher Training, București: Editura Coresi Iucu, R. & Panisoara, O. Teacher Training Research Report vol.1- Initial training, Reform project of Preuniversity education National Council of Teacher Training, Bucuresti, 2000 ed. II, București: Editura UMC Iucu, R. (2000) Managementul si gestiunea clasei de elevi. Fundamente teoreticometodologice, Editura Polirom, Iasi (book) Iucu, R. (2004) Formarea cadrelor didactice sisteme, politici, strategii, Editura Humanitas Educational, Bucuresti (book) Iucu, R. (2006) Managementul clasei de elevi Aplicatii pentru gestionarea situatiilor de criza educationala (editia a doua), Editura Polirom Iasi (book) Iucu, R. (2008) Instruirea Scolara. Perspective teoretice şi aplicative, (editia a 2-a), Editura Polirom, Iasi (book) Iucu, R. Farla,T., Ciolan, L. (2007) Ghid pentru pregatirea, implementarea și interpretarea datelor analizei nevoilor de formare în școli. Bucuresti : Editura Atelier Didactic Iucu, R. Pânişoară, I. and Pânişoară, G. (2011) The Professional Mobility of Teachers - new tendencies in the global society, Procedia - Social and Behavioral Sciences, 11: Nóvoa, A. (2009). Para una formación de profesores construida dentro de la profesión. Revista de Educación, 350, Nóvoa, A. (2010). La construcción de un espacio educativo europeo: Gobernando a través de los datos y la comparación. Revista Española de Educación Comparada, 16, Paun, E. (2011) Professionnalisation des enseignants roumains et identite professionnelle. Perspectives sociologique. Carrefours de l'éducation. 2011/4, Paun, E. (2013) Reflexivitatea componenta a profesionalizarii pentru cariera didáctica. Repere, 7(2)

3 Ponte, J. P. (2000). Tecnologias de informação e comunicação na formação de professores: Que desafios? Revista Iberoamericana de Educación, 24, (Revista da Organização de Estados Iberoamericanos). Ponte, J. P., Oliveira, H., & Varandas, J. M. (2002). Development of pre-service mathematics teachers professional knowledge and identity working with information and communication technology. Journal of Mathematics Teacher Education, 5(2), Sloep, P., Boon, J., Cornu, B., Klebl, M., Lefrère, P., Naeve, A., Scott, P., & Tinoca, L. (in press, accepted, Spring 2011). A European Research Agenda for Lifelong Learning. International Journal of Technology Enhanced Learning. Inderscience Teacher and assessment methodologies Galvão, C., Reis, P., Freire, A.M, & Oliveira, M.T. (2006). Avaliação de competências em Ciências. Sugestões para professores do ensino básico e do ensino secundário. Lisboa: ASA. Pereira, A., Oliveira, I., Tinoca, L., Amante, L., Relvas, M. J., Pinto, M. C.,& Moreira, D. (2009). Evaluating continuous assessment quality in competence-based education online: the case of the e-folio. European Journal of Open, Distance and Elearning: EDEN. Pereira, A., Tinoca, L., & Oliveira, I. (2010). Authentic assessment contribution to competence based education at Universidade Aberta: Questions and challenges. In S. Mukerji and P. Tripathi (Eds.), Cases on Technological Adaptability and Transnational Learning: Issues and Challenges. IGI Global Research in teacher education (methods and approaches) Esteves, M. & Rodrigues, A. (2003). Tornar-se professor: estudos portugueses recentes. Investigar em Educação - Revista da Sociedade Portuguesa de Ciências da Educação, 2, Esteves, M. (2002). A investigação enquanto estratégia de formação de professores. Um estudo. Lisboa: IIE. Estrela, M. T., Esteves, M., Rodrigues, A. (2002). Síntese da investigação sobre formação inicial de professores em Portugal ( ). Porto: Porto Editora/IIE. Literature on Doctoral Programs and Curriculum Development Bauer, T. A., & Ortner, G. E. (Eds.). (2008). Edumedia - Euromedia. Bildung für Europa: Politische Ansprüche und Anregungen für die Praxis. Paderborn: B+B Medien. Bitušíková, A. (2011). Rethinking and Reforming Doctoral Education in Europe: On the Road to Innovation Union. Journal of the European Higher Education Area, 1(2). Bologna Seminar on Doctoral Programmes for the European Knowledge Society. Final Report, Salzburg, 3 5 February Borrell-Damian, L. (2009). Collaborative Doctoral Education. University-Industry Partnerships for enhancing knowledge exchange. EUA European University Association (Ed.). Butcher, J., & Sieminski, S. (2006). The challenge of a distance learning professional doctorate in education. Open Learning, 21(1), doi: / Byrne, J., Jorgensen, T., & Loukkola, T. (2013). Quality Assurance in Doctoral Education results of the ARDE project. EUA European University Association (Ed.). Carter, S., Fazey, J., Gonzalez Geraldo, J. L., & Trevitt, C. (2011). The doctorate of the Bologna Process third cycle: Mapping the dimensions and impact of the European Higher Education Area. Journal of Research in International Education, 9(3), doi: / Chan, B. T.-Y. (2011). Postgraduate Transnational Education in Nonbusiness Subjects: Can it Fit Conceptualizations of Curriculum Internationalization? Journal of Studies in International Education, 15(3), doi: / Collonge, S., & Denoulet, P. (2011). Structuring a Customised Doctorate. Journal of the European Higher Education Area, 1(1).

4 de Rosa, A. S. (2010). Internationalisation of Collaborative Doctorates and Joint International Doctorates: Requirements and Guidelines for each distinct model. In A. Klucznik-Törö, K. Bodis & K.P. Istvan (eds.), From Education to Innovation. Budapest: IHEPI. EUA European University Association. (2010). Salzburg 2 Recommendations. European Universities Achievements since 2005 in implementing the Salzburg Principles. EUA European University Association. (2007). Doctoral Programmes in Europe s Universities: Achievements and Challenges. EUA European University Association. (2005). Doctoral Programmes for the European Knowledge Society. Report on the EUA Doctoral Programmes Project Fenge, L. (2009). Professional Doctorates A Better Route for Researching Professionals? Social Work Education, 28(2), doi: / Froment, E., Kohler, J., Purser, L., & Wilson, L. (2006). EUA bologna handbook: Making bologna work. Berlin: Raabe academic publishers. Gassner, O., Kerger, L., & Schratz, M. (Eds.). (2010). The first ten years after Bologna. Bucureşti: Editura Universitǎţii din BucureŞti. Green, B. (2012). Adressing the curriculum problem in doctoral education. Australian Universities' Review, 54(1), Retrieved from Herzer, M., & Schmidt, U. (2012). The Structured Doctorate and Quality Assurance. Journal of the European Higher Education Area, 2(3). Howard, K. J., & Turner-Nash, K. (2011). Alimentar: Theorizing Pedagogy, Curriculum, and Mentorship for Democratic Doctoral Education. Equity & Excellence in Education, 44(1), doi: / Huisman, J., & Naidoo, R. (2006). The Professional Doctorate: From Anglo-Saxon to European Challenges. Higher Education Management and Policy, 18(2), doi: /hemp-v18- art11-en Jorgensen, T. E. (2012). CODOC-Cooperation. On Doctoral Education between Africa, Asia, Latin America and Europe. EUA European University Association (Ed.). Judith Cantrell Harris, K. W. (2001). Joint doctoral programs: collaboration while co-mingling university missions. International Journal of Educational Management, 15(3), Knight, J. (2008). Joint and double degree Programmes: Vexing Questions and Issues. London. Retrieved from ons_and_issues_september_2008.pdf Knight, J. (2011). Doubts and Dilemmas with Double Degree Programs. Globalisation and Internationalisation of Higher Education, 8(2), Lee, A., & Danby, S. (2011). Reshaping doctoral education: International programs and pedagogies. London: Routledge. Lester *, S. (2004). Conceptualizing the practitioner doctorate. Studies in Higher Education, 29(6), doi: / Magyar, A., & Robinson-Pant, A. (2011). Special issue on university internationalisation towards transformative change in higher education. Internationalising doctoral research: developing theoretical perspectives on practice. Teachers and Teaching, 17(6), doi: / Pechar, H., Ates, G. & Andres L. (2012). The New Doctorate in Austria: Progress toward a professional Model or Status Quo? CEPS Journal, 2(4), Potolea, D., Toma, S., & Mosoiu, O. M. (2011). Professional Doctorate - Identity and Legitimacy. European Journal of Qualifications, (2), Rosa, A. S. de. (2008). New Forms of International Cooperation in Doctoral Training: Internationalisation and the International Doctorate - One Goal, Two Distinct Models. Higher Education in Europe, 33(1), doi: / Schratz, M. (2010). WHAT IS A EUROPEAN TEACHER? In O. Gassner, L. Kerger, & M. Schratz (Eds.), The first ten years after Bologna (pp ). Bucureşti: Editura Universitǎţii din BucureŞti.

5 Tauch, C. & Rauhvargers, A. (2002). Survey on Master Degrees and Joint Degrees in Europe. EUA European University Association (Ed.). Taylor, J. (2008). Quality and Standards: The Challenge of the Professional Doctorate. Higher Education in Europe, 33(1), doi: /

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