Developing Knowledge, competences and a research stance in initial teacher education in the Post-Bologna context: Reflections on the Portuguese case
This article draws on empirical work and reflections on initial teacher education after the implementation of the Bologna process in Portugal in 2008/2009. It focuses on issues of knowledge and competences developed under the new legal framework, particularly as far as the research component is conc...
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| Format: | Article |
| Language: | English |
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OsloMet — Oslo Metropolitan University
2020-03-01
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| Series: | Nordic Journal of Comparative and International Education |
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| Online Access: | http://ojs-test.hioa.no/index.php/nordiccie/article/view/3777 |