Articles – JETEN

Vision versus reality in a multiage class from an international perspective – by Maya Shalom, Ela Luria, Thomas Schrei, and Cahit Shaham

By Editor on 16 August, 2021 • ( 1 )

AbstractThe prevailing assumption is that a multi-age learning environment allows the learner tointeract with a wide range of students, representing a broad range of cognitive, emotional and social aspects depending on the individual development of each student. Focusing on the… Read More ›

‘A day in the life’: Supporting trainee teachers in finding the ‘Keys to inclusion’ though a case study of one mainstream school’s inclusion of a child on the autism spectrum – by Lucy Barker

By Editor on 17 May, 2021 • ( 3 )

Key wordsInclusion, special educational needs, trainee teachers, autism, collaboration. AbstractSuccessful inclusion of students with autism in mainstream schools means a degree of challenge for trainee teachers which may require additional supports (Crossland and Dunlap, 2012). Therefore, there is a need… Read More ›

Editorial JETEN 2020 – a year to remember

By Editor on 8 February, 2021 • ( 0 )

This is the 15th volume of the Journal of the European Teacher Education Network (JETEN) and the 8th volume online. Unfortunately, it contains less articles than the average Journal of the European Teacher Education Network as the 2020 annual ETEN Conference as… Read More ›

Designing new, technology-based musical instruments in primary education – by Michel Hogenes, Anouk Diepenbroek, Melissa Bremmer and Marien Hogerheijde

By Editor on 18 January, 2021 • ( 0 )

Abstract One of the ways in which pupils in Dutch primary education are being equipped with 21st Century Skills is through Design-based Learning. Building musical instruments could be an interesting entry point for Design-based Learning in music education. In this… Read More ›

Preschool teacher’s courage and physicality in risk-filled play – by Anne Bahrenscheer and Mathilde Sederberg

By Editor on 2 December, 2020 • ( 0 )

Abstract The purpose with the article is to make visible and discuss the role of preschool teachers in working with risk-filled play in a physical and didactic perspective. Risky play is defined as: ‘An exciting and challenging game that involves… Read More ›

Using a picture to challenge creativity in mathematics class with 1st and 6th graders – by Paulo Miranda & Ema Mamede

By Editor on 24 November, 2020 • ( 0 )

Abstract: This paper focuses on first- and sixth-graders’ performance on posing problems. It addresses three questions: 1) How do these students understand problem-posing tasks? 2) What sort of intentions do these students have? 3) What difficulties do students have when… Read More ›

Are trans-national Professional Development Programmes doomed to fail to influence student outcomes? by Karen Hudson, David Littlefair and Joanne Clifford-Swan

By Editor on 26 October, 2020 • ( 0 )

Abstract Trans-national education is increasing (Mahony, 2014) and with regard to professional development for teachers, is an important aspect of upskilling teachers to deliver high quality learning experiences for their pupils. This paper is concerned with Trans-national Professional Development delivered… Read More ›

Inclusive education in the arts: challenges, practices and experiences in Lithuania – by Edita Musneckiene

By Editor on 6 October, 2020 • ( 0 )

AbstractThis study aims to investigate how inclusive practices are implemented in art education in different types of schools and settings. The research was done during the Erasmus+ project IPA-E (Inclusive pedagogy in arts – Europe) which aim was to strengthen… Read More ›