atee 2014 programme

7/23/2019 ATEE 2014 Programme

1/19

39thATEE Conference

COMPLETE CONFERENCE PROGRAMME

University of Minho, August 2014


2/19

Conference Overall Programme*

Sunday 24thAugust (Pre-Conference)

Full day and half day tours

15.00-16.30 AC meeting

16.30-18.00 AC + RDC Chairs + Organising Committee meeting

18.00-19.30 WFATE meetingMonday 25thAugust

09.30-10.00 Opening ceremony

10.00-11.00 Keynote address byProfessor Rui Vieira de Castro

11.00-11.30 Coffee break

11.30-12.30 Welcome to first time attendants (newcomers meeting)

12.30-14.00 Lunch

14.00-15.30 Parallel sessions


16.00-17.30 RDCs meetings17.30-19.00 EJTE Editorial board meeting / Parallel sessions

19.00

19.30-22.00

Departure toWelcome Reception

Welcome Reception

Tuesday 26thAugust

09.00-10.00 Keynote address byProfessor Brad Olsen



13.00-14.30 Lunch

14.30-16.00 Presidential Address and General Assembly16.00-16.15 Coffee break

16.15-17.00 RDCs meetings

18.00

19.30-21.00

21.00-23.00

Departure toSocial Dinner

Visit to a Port Wine Cellar

Social Dinner

Wednesday 27thAugust

09.30-10.30 Keynote address byProfessor Kay Livingston


11.00-12.30 Roundtable: Changing Identities in Teacher Education

12.30-14.00 Lunch

14.00-15.30 RDCs meetings



17.30-18.00 Closing session

18.00 AC + RDC Chairs + AC final meetings

Thursday 28thAugust (Post-Conference)

Full day and half day tours

*Academic activities for the ATEE Conference participants start on august 25
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3/19

Parallel Sessions*

Monday 25

14h00-15h30

Chairwoman: Joan Stephenson Room 1

Paper Title Author(s)

O74 The history, the status quoand the further development of teachereducation in Austria

Ilse Bartosch & KatharinaRosenberger

O75 The history, the status quoand the further development of teachereducation in Japan

Nobuko Takeda

O76 The history, the status quoand the further development of teacher

education in Ireland

Rose Dolan

O77 The history, the status quoand the further development of teachereducation in The Netherlands

Anja Swennen

Chairwoman: Iara Hlmesland Room 2


O55 Free 2B You and Me in education Alba Alonso Feijoo

O60 Teachers conceptions of efficacy: hints from a pilot study Serafina Pastore & MonicaPentassuglia

O167 The Creative Project between teaching and learning: vision ontomorrow's education

Isabel Viana, Ricardo Machado &Ana M Serrano

O179 Teachers peer tutoring as a method of initiating and disseminatinginnovations in the education process at school: the case of maths

Magorzata ytko

Chairwoman: sa Morberg Room 3


O11 Replacing the cardigan: teacher identity in year two undergraduateinitial teacher education students

Deborah Seward & Anne Renwick

O31 Mindfulness and teacher professional identity formation David McMurtry & SanjaMcMurtry

O84 Agents of opportunity: the case of teacher identity enactment in pre-service teacher education

Donella Cobb & Ann Harlow

O94 Teachers training and the role of metacognition Maria Paola Ayala Afanador

*Each paper presentation will be 15 minutes long. Discussion will take place at the end of the parallel session; Tuesdaymorning parallel sessions will have two discussion periods: after the first 4 presentations and at the end of the sessions.


4/19

Chairwoman: Maria Assuno Flores Room 4


O129 An investigation into teacher collaboration and professionaldevelopment in the workplace: potential and limits

Ana Forte & Maria AssunoFlores

O130 Changing teachers thinking and practices Leonor Cadrio & AnaMargarida Veiga Simo

O131 Professional development of teachers in peer-tutoring and team worksettings: a study of participatory action research

Manuela Ventura Santos &Isabel Freire

O132 Collaborative action research as training strategy for conflict mediationin an early childhood context

Catarina Sobral & Ana PaulaCaetano

O133 A multi case study research: common features and ways forward Ana Paula Caetano, AnaMargarida Veiga Simo, IsabelFreire & Maria AssunoFlores

Chairwoman: Doreen Rorrison Room 5


O14 Practicum as transition Sirkku Mnnikk Barbutiu

O40 Practicum as a site of identity and efficacy development throughparticipatory and enhancing conversations

Doreen Rorrison

O81 Transforming feedback within practicum dialogues Paul Hennissen & Irene Triebels

O139 Practicum-related dialogues as a transformative tool for developingdigital and pedagogical competence in pre-service teachers

Philip Bonanno

Chairwoman: Esmahan Agaoglu Room 6


O19 Developing the understanding of classroom management with

undergraduate students

Tina Vrnik Pere & Maa Vidmar

O27 The changing role of deans in higher education Eystein Arntzen

O106 Developing teachers' leadership competence Vesna Kova & Iva Buchberger

O153 Examining the relationships between the opinions of primary schoolteachers on conflict managements styles of principals and theirperceptions on self-professional identities

Coskun Bayrak & BeyzaHimmetoglu


5/19

Chairwoman: Kerryn McCluskey Room 7


O30 Tackling early school leaving: examples of best practices from chosen

European member states - ESSE project

Joanna Madaliska-Michalak

O83 Teachers further developing their professional identities when theytransition between class levels

Tracey Carlyon

O110 In need of a transformative praxis majority discourse in diverseclassrooms: potential contribution from transative planning theory andwhiteness theory

Inger Haug

O146 Educating second language teachers for the 21st century teachingchallenges: identity-affirming teaching and learning and use of the L2and L1

Jacinta McKeon

Chairwoman: Kay Livingston Room 8


O10 A second career in education for ex-military personnel Shosh Veitzman & Mira Karnieli

O41 Can two walk together? Etty Grobgeld & Ariela Teichman-Weinberg

O61 Managing student transitions: the role of a life skills programme Carol OSullivan

O151 Where have all the teachers gone? Paul Hopkins & Amanda Naylor

Chairwoman: Elizabeth Oldham Room 9


O64 Science teacher education in Portugal: teacher educators thoughts onthe effects of the Bologna process

Laurinda Leite, Lus Dourado &Sofia Morgado

O70 An initial teaching training: contributions to teacher knowledge andskills to implement inquiry activities in Science classroom

Vanessa de Andrade, MnicaBaptista, Sofia Freire, MartaAlmeida & Estela Costa

O111 Vocational and professional training of the teachers of natural sciencesin Serbia between yesterday, today and tomorrow

Milan D. Stojkovi

O165 Biology teachers professional identities as health educators inMozambique

Andr Manhia Machava, TeresaVilaa & Carla Mabote


6/19

Monday, 25

17h30 19h00

Chairwoman: Quinta Kools Room 1


O12 Professional development among teacher educators: three patterns Leah Shagrir

O56 What do the teacher training students see when they look and what dothey say they see when they are out on the observation in school for thefirst time

Steinar Karstensen

O62 Images of the 'other': an analysis of promotional material for study tripsabroad for teacher education students

Ninetta Santoro

O86 Pre-service teachers perceptions of the support, challenges andopportunities associated with teaching out-of-field

Linda Hobbs & Coral Campbell

Chairwoman: Miroslava Cernochova Room 2


O29 Mobile devices and development of learning strategies Davide Parmigiani, AndreaTraverso, Valentina Pennazio& Alessia Olivieri

O32 The interactive whiteboard as an artefact to support exploratory talk inprimary school classrooms: a co-inquiry project between practitioners and

researchers

Kari Nes & Gerd Wikan

O120 The Programming Studio: Investigating teachers readiness for teachingprogramming in the island of Ireland

Pamela Cowan, ElizabethOldham & Ann FitzGibbon

O150 Using tablet technologies as pedagogically disruptive devices Paul Hopkins & Kevin Burden

Chairwoman: Annemieke Mol Lous Room 3


O13 Empowering pre-service teachers to be aware of diversity: learning throughinteracting with Zainich (Korean residents in Japan) high school students Masahiro Saito

O22 Conceptions of nursing academics: recognizing their identity as teachersand researchers

Mariela Aguayo, MontserratCastell & Carles Monereo

O92 Information and Communication Technology (ICT) in Special Education: Towhat extent does ICT support learning and participation for students withSpecial Educational Needs (SEN)?

Terje Mlster & Kari Nes

O160 Supervision in implementing programme Support for positive behaviour Linda Daniela & Dita Nmante


7/19

Chairman: Birger Brevik Room 4


O39 What was that all about? Transforming identities of schoolteachers asacademics. A critical study of transition and meaning making

Doreen Rorrison & Patricia Logan

O95 Actors, ideas and negotiations in national programme changeprocesses: the cases of teacher education and engineering education

Hilde W. Afdal

O149 Teachers identities in transition through violations by students Brge Skland

O115 Promoting entrepreneurship studies in practical nurse educationthrough joint curriculum planning

Liisa Ukkola & Sde-Pirkko Nissil

Chairwoman: Monique Leygraaf Room 5


O168 Transitions in teacher education and professional identities: theprofessional update system for teachers in Scotland

Tom Hamilton & Zoe Robertson

O169 Transitions in teacher education and professional identities developingthe enquiring professional

Zoe Robertson & Tom Hamilton

O170 Nurturing Excellence in Student Teachers (NEST): a criticalassessment of a teacher education peer mentoring project

Pauline Logue Collins & DermotQuish

O173 Teachers identity, coaching and social justice issues in theexpectations of Hungarian stakeholders towards the new coachingsystem for teachers professional development

Gyrgy Mszros

Chairwoman: Mireia Montan Room 6


O2 Multi-dimensional man as a perspective of the 21st century education Vaidas Matonis

O35 The impact of business education teacher programme and the 21 st

century teaching challenges in Nigeria

Udeme Isaac Akpan

O152 Schools in the future will be built on the knowledge we have today! Heidi Regine Bergsager

O178 Empowering teachers to fight low achievement and achievingeducation and training 2020 goals

Urka tremfel
mailto:[email protected]:[email protected]


8/19

Chairman: Karl Attard Room 7


O99 Emotional regulation addressing Critical Incidents (CI): DevelopingFaculty professional Identity

Liliana del Pilar Gallego Castao,Mariela Patricia Aguayo Gonzlez

& Montserrat Castell BadaO100 Faculty identity as writer: relationship between emotions, writing and

genresLiliana del Pilar Gallego Castao,Montserrat Castell Badia &Antoni Badia Gargant

O103 Can you hear me? A narrative exploration of Macao teachers voicesand identity

Sou Kuan Vong & Matilda Wong

O107 Promoting academic development thtrough situated critical reflection Ceclia Guerra, Helena Pedrosa -de-Jesus, Antnio Correia, ngelaCunha, Adelaide Almeida& MikeWatts

Chairwoman: Elsa Price Room 8


O123 A desire for learning! Norwegian high school students` motivation forlearning about science and technology

Heidi Regine Bergsager

O128 Problem-Based Learning in school sciences and teacher professional

development

M Arminda Pedrosa & Patrcia

Joo

O140 How collaboration between pre-service physics and chemistry teacherssupports their pedagogical content knowledge development?

Carla Matoso, Mnica Baptista &Ana Maria Freire

O156 Laboratory activities and teaching-learning in physical-chemical:implications for teacher education

Maria Fernanda Resende & MariaNazar Coimbra

Chairwoman: Radka Wildova Room 9


O53 Primary school teachers views about educational aims of primaryschools: a quantitative study in Turkey

Oktay Cem Adiguzel, Seray TatliDalioglu & Onur Ergunay

O102 Teachers' perspectives about curricular and pedagogical relevance ofthe curricular enrichment activities in the 1stcycle of Basic Education

Fabiana Amarante Ramos, AnaPaula Cardoso & HenriqueRamalho

O116 The relationship between primary school teachers perceptions ofprofessional identity and their levels of organizational trust

Damla Aydug & Esmahan Agaoglu

O137 Emerging as early childhood teacher: critical challenges Cristina Parente, Dalila Lino &

Ftima Vieira


9/19

Chairman: David McMurtry Room 10


O1 Objectives without a goal? An analysis of teacher education curricula in

three Nordic countries

Karl yvind Jordell

O8 Student teachers practical knowledge emerging from their schoolpractice

Juan-Jos Mena, Mara-LuisaGarca, Raquel Gmez, li Leijen,

Jukka Husu, Auli Toom, PaulienMeijer, Dubravka Knezic, MargusPedaste, Raili Allas& Edgar Krull

O69 Mindful teaching in teacher education Aviva Cohen & Vered Rafaely

O181 Defending critical-integrative approaches for the study of teacheridentity construction

Jlio Emlio Diniz-Pereira


10/19

Tuesday, 26

10h30 13h00

Chairwoman: Joana Salazar Noguera Room 1


O38 The role that Lesson Study can play in the development of studentteachers focus on pupil learning and educational outcomes whilst out inteaching practice

Deborah L. S. Larssen

O47 Lesson Study in initial teacher education: mentors and traineescollaborating in the pedagogic black box

Wasyl Cajkler

O82 Developing pedagogic understanding in the practicum: Lesson Study asan approach to transitions

Phil Wood

O88 Lesson Study (LS) and the development of teaching skills: from practical

knowledge to practical thinking

Encarna Soto Gmez, M Jos

Servn Nez, ngel PrezGmez & Noem Pea Trapero-------------------------------------------------------//-------------------------------------------------------------

O90 Lesson Study in pre-service teacher education: two case studies Encarna Soto Gmez, RosaCaparros Vida & M Jos ServnNuez

O91 Lesson study as a way of reconstructing practical knowledge forimproved teaching practice: seven case studies

ngel Prez Gmez, Ana BecerraMena, Sergio Garca de Paz, NoemPea Trapero, Jos Rodrguez River& Ana Vasquez Surez

O96 A puzzle of reflections: an initial teacher-guide to start with Batya Amit

Chairman: Peter Kliemann Room 2


O59 Teachers initial education and the contextualization of knowledge to belearned

Manuela Esteves

O101 Identity development: how supervision, advising and mentoringcontribute to doctoral students academic transitions

Gabriela Gonzlez Ocampo &Montserrat Castell Badia

O105 Scale development on professional identity of pre-service teachers: a pilotstudy Ceyhun Kavrayici & EsmahanAgaoglu

O154 Examining the relationships between the opinions of primary schoolteachers on school culture and their perceptions on professionalidentities

Beyza Himmetoglu & CoskunBayrak

-------------------------------------------------------//-------------------------------------------------------------

O4 Teacher collaboration is possible, it is being done: lessons from a SouthAfrican primary school

Gertruida Maria Steyn

09 Intercultural competence and global awareness in teacher education: astudy of an international practicum

Gerd Wikan

O157 Initial teacher education: a comparative study of two European higher

education institutions

Filomena Rodrigues & Maria Joo

Mogarro


11/19

Chairman: Gyrgy Mszros Room 3


O37 The professional identity and achievement of education majors in thecross-border region of Hungary, Romania and Ukraine

Edina Kovcs

O48 Inspecting the blind spots: how do prospective teachers in Norwayperceive cultural and diversity aspects in teacher education?

Gerd Johansen, Eva M. Dyrnes &Gudrun Jonsdottir

O68 Teacher students views of the professional identity and inclusive practice Dejana Bouillet, Vlatka Domovi &Vlasta Vizek Vidovi

O172 Cultural diversity in popular culture: exploring diversity issues raised in aschool based television drama

Geri Smyth, Giovanna Fassetta &Emilia Pietka-Nykaza

-------------------------------------------------------//-------------------------------------------------------------

O98 Student teachers and multicultural awareness Liv Susanne Bugge & MortenLtveit

O117 What do we mean by multicultural awareness Morten Ltveit & Liv Susanne

BuggeO174 Searching for concepts of citizenship Freke Benoist, Jeroen van

Waveren & Monique Leygraaf

Chairwoman: Leah Shagrir Room 4


O26 Charting voyages of change in pre-service teacher identity: a frameworkfor teacher educators

Yvonne Masters & Annette Freak

O45 Opportunities and challenges: the professional development of teachereducators in Shanghai

Chao Qiu

O73 Towards a comprehensive framework for professional development ofteacher educators: a quest for key characteristics of appropriatepathways throughout careers

Inge Plackl, Wouter Cools & WilMeeus

O166 Teacher educators: between teaching and research Olzan Goldstein

-------------------------------------------------------//----------------------------------------------------------

O23 Increasing the effectiveness of classroom teaching in higher education

based on lecturers pedagogical competencies: lecturers perspective

Bahar Gn

O114 Inquiry as stance within daily practice of teachers and trainers Martijn Peters

O125 Teacher educators: a vital community of knowledge creation anddissemination

Michal Golan & Rivka Riechenberg


12/19

Chairman:Tom Hamilton Room 5


O21 Sustainable mentoring in kindergarten and school: a partner network Magne Jensen & Geir Luthen

O93 Professional learning communities for in-service teachers: designing amodel for sharing knowledge and developing teaching practice

Marianne Maugesten & IngebjrgMellegrd

O121 Competent kindergarten teachers and kindergarten assistants? The needfor competence development in Norwegian kindergartens

Odd Helge Lindseth

O144 Autonomy of teachers: dispute on one universal coursebook in earlystage education

Barbara Murawska

-------------------------------------------------------//-------------------------------------------------------------

O7 Researching in the initial process of the training of teachers Teresa Sarmento & RosenildeNogueira

O89 Lesson Study as an ongoing training model in a teachers' centre (CEP) inMalaga (Spain): reconstructing practical knowledge on reading andwriting in a primary school year 1 classroom

Rosa Caparrs Vida

O145 Early childhood student teachers professional identity perception andformation: a case from Turkey

Meral Beken Ergii & mmhanAkpinar

Chairman: Eystein Arntzen Room 6

Paper Title Author(s)O43 Transitioning to 21stcentury teacher education: the potential of thinking

with scenariosPeter Aubusson, Sandra Schuck,Kevin Burden & Sue Brindley

O63 Encouraging the development of teacher educators identity Quinta Kools & Vronique van deReijt

O113 Teacher educator collaboration in the lifelong learning sector in Englandduring a period of de-regulation: a messy text on its complexity,unpredictability, difficulties and dilemmas

David Powell

O118 Developing a research identity as teacher educator: moving betweencultural worlds

Gerda Geerdink & Anja Swennen

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O112 Changing teacher identity in university teachers by analyzing their criticalincidents and coping strategies

Eva Liesa, Maribel Cano, PaulaMayoral, Mariona Corcelles &Mariela Aguayo

O135 Development of a personality in school and university based vocationaleducation of early childhood teachers in Germany

Alexander Rhler, Janne Fengler& Stephanie Conein

O136 Professional learning communities as spaces for democratic educationalchange

Isabel Sandra Fernandes & FlviaVieira


13/19

Chairman: Sde-Pirkko Nissil Room 7


O109 Towards competence-based practices in vocational education: what will

the process require from teacher education and teacher identities?

Asko Karjalainen, Sde-Pirkko

Nissil, Marja Koukkari & PirkkoKepanen

O124 Transition in vocational teacher education Sigrun Saur Stiklestad & JorunnStore Johansen

O176 Work life periods supporting professional development of in-servicevocational teachers

Esa Virkkula & Martti Pietil

O177 Competence-based learning paths in vocational teachers pedagogicalprogramme

Janne Lnsitie & Pirkko Kepanen

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O159 The effects of a specialist professional development in the pedagogicalpractices and perceptions of Singapore generalist primary school

teachers in music and art

Pamela Costes-Onishi & ImeldaCaleon

O44 Teaching literacy, numeracy and ICT to adults: the Basic SkillsProgramme (BKA programme) for workers in building construction(bricklayers, carpenters and foundation workers)

Kurt Einar Stokke & John DavidHolt

O66 Identity and meaning of work for teachers Rosalinda Herdeiro & Ana MariaCosta e Silva

Chairman: Davide Parmigiani Room 8


O15 Facebook as a tool for e-learning in initial teacher education Ana Lusa Rodrigues, Ana PaulaCurado, Belmiro Cabrito, TomsPatrocnio & Lusa Cerdeira

O16 How the DIY philosophy can be exploited in ICT teacher education at theFaculty of Education in Prague?

Miroslava ernochov, TomJebek & Irena Fialov

O50 Blended learning at the Utrecht University of Applied Sciences Nanda van der Stap & StephanieEdwards

O180 Curate Customize Create Collaborate: Finnish Norssiope.fi In-service Teacher ICT-Training Programme - Ubiquitous Approach toTeachers Future ICT-skills

Ari Myllyviita

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O97 Developing learning tasks in a technological learning workshop withLEGO mindstorms and additive manufacturing as main pedagogical tools

Birger Brevik & Jon Ingar Holtet

O161 Initiating and leading Project-Based Learning in teacher educationcollege: organizational perspective

Olzan Goldstein, Amnon Glassner& Lea Kozminsky

O162 Use of innovative design methods for educational planning Veli-Matti Vesterinen


14/19

Chairwoman: Piedade Vaz-Rebelo Room 9


O138 From learner to teacher: using reflection to develop mathematicalteacher identity

Patricia Eaton, Christine Horn,Miriam Liston, Elizabeth Oldham& Maurice OReilly

O127 Investigating representations of ratio among prospective primary teachersin Ireland: implications for teacher education

Elizabeth Oldham, Patsy Stafford& Thrse Dooley

O141 Ratio project continued Elsa C. Price

O148 Cultural characteristics in knowledge and explanation of the meaning ofgeometric transformation

Xhevdet Thaqi & JoaquimGimenez

-------------------------------------------------------//-------------------------------------------------------------

O24 Challenging teachers to embrace global competition: adapting ourapproach to mathematics education supported by research-basedapproaches

James Freemyer

O52 Mathematics labs in teacher training Anna Asti

O58 Playing with mathematics can be the successful way to teach it Donatella De Tommaso

Chairwoman: Ninetta Santoro Room 10


O3 Pre-service teachers perceptions of their roles, as contextualized within

teachers professional performance standard set by ADEC

Rida Blaik Hourani

O79 Motivations for choosing teaching as a career in biographical experiencesof prospective teachers

Wanda Drka & JoannaMadaliska-Michalak

O85 Writing buddies: developing a programme for students with Norwegian asa second language in teacher education across institutions

Solveig Strangstadstuen, BenteKlevenberg, Geir Luthen & KristinSolli

O158 Building professional identities within the Pibid institutional scholarshipprogramme for future teachers

Kleber Silva Rocha, M AugustaNascimento & Graa Bidarra

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O28 The place of modelling within the pedagogy of teacher educators Pete Boyd, David Powell, AnjaSwennen & Corinne van Velzen

O33 The justification of teachers of their misbehaviour towards their students Zeynep Kzltepe

O143 Evaluation of quality and quantity of three-way conferences in clinicalsupervision field practice

Mzrap Bulunuz, Barbara Meyers,Carla Tanguay, Nermin Bulunuz ,Sehnaz Baltaci Gktalay, EsimGrsoy & Serhat Azap


15/19

Wednesday, 27

16h00 17h30

Chairwoman: Ana Becerra Mena Room 1


O17 The relation between skill in perceiving and displaying nonverbalbehaviours

Hans Gerhard Klinzing

O67 Formative assessment, summative assessment and high-stakes testingin the practices of three teachers of Portuguese language literature in the12thgrade teachers

Aldina Silveira Lobo

O87 Building the bridge from student teacher to novice teacher Teressa Fedorak

O104 Redesigning ourselves: who we are and who we intend to become asvisual arts teachers

Ana Sousa

Chairman: Maurice OReilly Room 2


O71 From student to new teacher: the influence of contexts and biography inthe development of teacher professional identity

Maria Assuno Flores

O108 The relationship between teachers opinions about school organizationalhealth and their perception of professional identity

Esmahan Agaoglu & DamlaAydug

O119 Developing physical education student teachersfor Professional identitiesas health educators in Ukraine

Olena Shyyan, Yevheniya Slyvka &Iryna Turchyk

O122 Student teachers identity development examined through tensions indifferent types of curricula

Tiina Anspal, li Leijen & ErikaLfstrm

Chairwoman: Heidi Regine Bergsager Room 3


O6 Modelling and scaffolding: mentoring tools in work-based teachereducation

Corinne van Velzen, MoniqueVolman & Mieke Brekelmans

O18 Kindergarten study-unit: development and nurturing awareness of theexistence Arab other, and the existence of the Jewish other, bymeans of the arts, at the preschool level

Luda Kriger

O78 Becoming a school-based mentor for student teachers Vivienne Mackisack, Fiona Ell &Lexie Grudnoff

O175 Transition of will-be-teachers from higher education into school teachingpractice and their support by mentor-teachers

Miluse Viteckova & ZdenkaGadusova


16/19

Chairwoman: Anja Swennen Room 4


O65 Metascience and science teaching in teacher education: designing

courses for primary school teachers

Leonor Saraiva & Isabel Neves

O51 Middle management administration positions in teacher educationcolleges as a path of professional career transition

Ariela Teichman-Weinberg & NitzaSchwabsky

O80 The involvement and responsibility of principals and mentors in inductionprogrammes

Nitza Schwabsky, Orna SchatzOpenheimer, Judy Goldenberg &Liat Basis

O182 Teachers reflections when their own practice is researching in acollaborative context

Teresa Conceio, MnicaBaptista & Sofia Freire

Chairwoman: Linda Daniela Room 5


O57 A study of first year teacher transitions during an in-service trainingprogramme in a school of English language in Turkey

Hilal Handan Atl & John B.ODwyer

O126 Transition of teacher in-service trainings and research teacher ambitionsin Hungary

Chrappn Magdolna & BenczeRita

O147 Teacher in-service education in Greece: the teachers voice Efterpi Bilimpini

O164 Science teachers professional identities and behaviours as healtheducators in Portugal

Teresa Vilaa

Chairman: Karl yvind Jordell Room 6


O20 Professional development of teachers in vocational education regardingyears of experience Tina Vrnik Pere

O34 Transferring experiences from work life to Technical and VocationalTeacher Education (TVTE)

Birger Brevik , Arne Roar Lier &Jan Wab

O46 Development of vocational education and training in Uganda: an actionresearch project

Ronny Sannerud

O163 Technical and vocational teachers teaching school based learning in theinterface between school and workplace

Hedvig Skonhoft Johannesen


17/19

Chairwoman: Joanna Madaliska-Michalak Room 7


O36 Dynamic writing: developing students professional identities through

Academic Personal Essays

Lars Wallsten & sa Morberg

O42 Collaborative inquiry of teaching and learning: a closer exploration ofteachers reflection on practice

Rita Schildwacht

O49 Pedagogic literacy: a framework for understanding the growth of teacherprofessionalism in a complex era

Phil Wood & Wasyl Cajkler

O54 Form tutors in the joint teaching of music and collaborative work:perspectives and experiences

Fernanda Martins & TeresaSarmento

Chairman: Philip Bonanno Room 8


O5 Does experience matter? Physics teachers pedagogical contentknowledge and instructional practices in promoting conceptual change

Imelda S. Caleon & Tan Yuen SzeMichelle & Cho Young Hoan

O134 Interdisciplinary interpretations of intercultural potential of naturalscience primary school curriculum: a pilot study

Inger Haug

O142 In-service teacher education and professional development: selecting

and utilizing developmentally appropriate technology for elementaryschool children

Elsa C. Price

O155 Competences for primary school science teaching: trends emerging fromresearch

Patrcia S & Ftima Paixo

Chairwoman: Gerda Geerdink Room 9


O25 Gardeners or warriors? Novice teachers metaphorical writing Naomi De-Malach

O72 The system of teachers professional advancement and potential threatsto building their identity within its framework

Anna Wikomirska & AnnaZieliska

O171 Promoting teachers professional development through onlinecollaborative research: the SoNetTe Project and the Open Course Warepupils questions and conscious ignorance in science education

Piedade Vaz-Rebelo, Jos Otero,Carlos Barreira, Jlia Morgado &Paula Fernandes

O183 The voices of European teachers online: digital competences andprofessional development in a Comenius Network

Elaine Cristina Barbosa & AntnioJos Osrio


18/19

Posters List*

(To be displayed from 25 to 27 August)

Poster Title Author(s)P1 Teachers professional development in the light of cognitive

constructionists paradigmAna Kozina, Tina Vrnik Pere & MilenaIvanu Grmek

P2 An international internship as a 'boundary object' for student teachersintrapersonal learning

Peter Mesker, Hartger Wassink, CokBakker & Sanne Akkerman

P3 Focus on pedagogical quality to improve civic education Fedor de Beer, Janneke van der Steen,Arjan Dieleman, Kariene Mittendorff &

Yvonne Leeman

P4 The attitudes and self-efficacy as predictors of academic achievement inmathematics

Graa Bidarra, Piedade Vaz-Rebelo, CarlosBarreira, Graciete Franco Borges &

Fernanda SilvaP5 Contextualizing master teacher scheme: a comparative analysis of

South Korea and ChinaJi-yoon Ahn, Ga-eui Lee & Ji-hye Kim

P6 The quantity and quality of Korean teachers professional development:an analysis from an international perspective

Seo-hyun Kim, Hyun-jeong Kim & Ee-gyeong Kim

P7 Alternative placements in initial teacher education Susan Buckman

P8 A teacher education course at a Turkish University: Education andCinema

Fatma Nevra Seggie & Onur Sekin-Boazii

P9 Developing open textbooks about mentoring Rolf K Baltzersen, sa Morberg & Peter

EmsheimerP10 Physics and chemistry teachers: a collaborative project contribution for

professional developmentLusa Loureno & Mnica Baptista

P11 Teaching in the 21st century: students employability, teachersresponsibility

Urka tremfel

P12 Didactic models: science teaching and learning views of a group ofprimary teachers in Brazil

Aparecida de Ftima Andrade da Silva, MEunice Marcones & M Ftima Paixo

P13 Empowering teachers to transition into to the 21 stcentury: a case studyof job embedded professional development in Toronto

Liane Paixo

P14 The contributions of collaborative work for a teacher designing an

inquiry activity: a study in initial teacher training

Letcia Carvalho, Mnica Baptista, Andr

MartinsP15 Science, Technology, Engineering, Math (STEM) focused rural teacher

education programmes serving culturally/linguistically diverse secondlanguage learner students with special education needs

Patricia Peterson, Stephen Showalter &Maureen Hengl

P16 The formal and non-formal: writing in shades of green Maria Conceio Pinto Antunes & SusanaMargarida Caires

P17 Teachers evaluation of physical sciences textbooks ways of dealing withsun radiation and sun protectors

Diana Marques

P18 Towards a transition in teacher education: constructivist conditions andtheir implications for pupils knowledge

Agnieszka Nowak-Lojewska & Anne RyanMarino

P19 Back to the future science fiction as a part of teaching contents ofnatural sciences - teaching idea from an ex-Yugoslav school Milan D. Stojkovi


19/19

Poster Title Author(s)

P20 Brief summary of a study into developmental changes in studentteachers conceptions of learning

Kaja Oras

P21 Study of the contribution of ubiquitous computing for the professionaldevelopment of higher education teachers Ana Ceclia Souza & Antnio Jos Osrio

P22 Practice meeting and teaching professionality Solveig Kalgraf & Eva Mila Lindhardt

P23 A school-wide screening and progress monitoring system for theidentification of students at risk for specific learning disabilities: resultsfrom research

Ana Paula Louo Martins & MartaLages

P24 Teachers professional learning and performance evaluation perceptionsof teachers lifelong career

Helena Fernandes & Piedade Vaz-Rebelo

P25 The role of monitoring classroom practice in the aim of educational

service provision: analysis of results on 1st cycle of the externalevaluation of schools

Margarida Amaral, Graa Bidarra &

Piedade Vaz-Rebelo

P26 Inclusive educational practices in Portugal: data from school externalassessment

Raquel Batista Oliveira, Piedade Vaz-Rebelo & M Graa Bidarra

P27 L-Force in practice: advancing functional literacy through the practice ofskills in vocational education

Greet Goossens & Anne Decelle

P28 Pre-service English teachers perceptions oftheir professional identitiesin the 21stcentury: a Macao study

Matilda Wong & Sou Kuan Vong

P29 Arum Project: teacher education from the perspective of inclusiveeducation

Dalmir Pacheco, Yani SayonaraEvangelista & Liliane Brito de Melo

P30 Prospective science teachers views of Problem-Based Learning Sara Moutinho, Joana Torres, RaquelMartins & Clara Vasconcelos

P31 Theorising university English teacher professionalism, identity,autonomy, and negotiation: a post-structural perspective

Vu Mai Trang

* Each poster can be 120cm (high) by 90cm (wide)

atee 2014 programme

Documents