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Theoretical Models, Empirical Studies, Instructional Approaches
Louise Reader
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This Open Access volume brings together contributions to the research on coherence in teacher education from a transnational perspective. Using theoretical-conceptional, empirical as well as instructional approaches, the contributions explore structural, curricular, conceptual and personnel dimensions of coherence. Within the EU Erasmus +-funded project ConnEcTEd (Coherence in European Teacher Education), an interdisciplinary and transnational consortium collaborated in the research and co-constructive development of coherent teaching and learning arrangements. The transnational team assessed links between different areas of professional knowledges as well as theory-practice approaches. The volume concludes with a final discussion by Esther T. Canrinus, one of the leading researchers on coherence in teacher education.
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Gerard Doetjes is the director of the Norwegian National Centre for English and other Foreign Languages in Education at Østfold University College (Halden), Norway.
Vlatka Domovic is a full professor at the Faculty of Teacher Education, University of Zagreb, Croatia.
Mirjamaija Mikkilä-Erdmann is a full professor of teacher education and chair of research profile Children, Young people and Learning at the University of Turku, Finland.
Katja Zaki is a full professor of Foreign Language Didactics at the University of Education Freiburg, Germany, and currently Deputy Director of the Freiburg School of Education FACE.
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