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Articles

Are teachers teaching for a knowledge society?

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Pages 31-48 | Received 30 May 2008, Accepted 26 Aug 2008, Published online: 03 Feb 2010

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Nuno Vasco Lopes. 2021. Developing Knowledge Societies for Distinct Country Contexts. Developing Knowledge Societies for Distinct Country Contexts 21 62 .
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Robert Gjedia & Meg P. Gardinier. (2018) Mentoring and teachers’ professional development in Albania. European Journal of Education 53:1, pages 102-117.
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Jonas Meyer, Marlene Mader, Friedrich Zimmermann & Ketrina Çabiri. (2017) Training sessions fostering transdisciplinary collaboration for sustainable development. International Journal of Sustainability in Higher Education 18:5, pages 738-757.
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Alex Wang, Ching Sing Chai & Salleh Hairon. (2016) Exploring the impact of teacher experience on questioning techniques in a Knowledge Building classroom. Journal of Computers in Education 4:1, pages 27-42.
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Meg P. Gardinier. 2017. Reimagining Utopias. Reimagining Utopias 49 64 .
Mang Li, Chunping Zheng, Xiaolan Tang & Guoyuan Sang. (2015) Exploring the nature of teacher-student interaction in small-group discussions in a Chinese university setting. Journal of Computers in Education 2:4, pages 475-491.
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Mimoza Spahiu & Petra Lindemann-Matthies. (2015) Effect of a Toolkit and a One-Day Teacher Education Workshop on ESD Teaching Content and Methods—A Study from Kosovo. Sustainability 7:7, pages 8051-8066.
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Elin Thunman & Marcus Persson. (2013) Teachers’ Access to and Use of ICT: An Indicator of Growing Inequity in Swedish Schools. Contemporary Educational Technology 4:3.
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Tidita Abdurrahmani. (2013) THE TEACHER QUALIFICATION SCHEME: A CASE OF ALBANIA. Problems of Education in the 21st Century 55:1, pages 11-27.
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Salim Said Ali Al kindi & Saadat M. Alhashmi. (2012) Use of Social Networking Sites Among Shinas College of Technology Students in Oman. Journal of Information & Knowledge Management 11:01, pages 1250002.
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Lynne Rogers. (2011) Teachers and teaching in upper secondary education: a comparison of systems in place across secondary and FE sectors. London Review of Education.
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