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The closure of higher education institutions as a result of the COVID-19 pandemic has necessitated a sudden and unexpected transition from face-to-face to online teaching and learning. This paper draws on data from a broader study focusing on higher education students' perceptions and experiences of online learning during the first lockdown in 2020. In total, 2,718 students from different Portuguese institutions participated in the study. Findings indicate that students who felt they had been provided with more feedback reported less difficulty in online teaching and learning. Students reported more perceived difficulty than perceived feedback in online teaching and learning. Findings point to the importance of feedback in fostering self-regulation of learning, thereby helping students better adapt to online teaching and learning. [ABSTRACT FROM AUTHOR]

Critical incidents are unanticipated events (either positive or negative) that teachers may encounter during a lesson or other situation causing them to reflect on their approach and change accordingly..Critical incidents have great potential for learning as they are vividly remembered and set the conditions for systematic reflection. However, despite the importance of the critical incident technique for professional learning in Initial Teacher Education (ITE), it is not generally used in teacher education programmes until the practicum stage when video-analysis is used. This study aims to analyse student teachers' individual and group reflections regarding two cases recorded on video in Portugal and Spain. Under the context of an Erasmus research project entitled 'Digital Practicum 3.0: Exploring Augmented Reality, Remote Classrooms, and Virtual Learning to enrich and expand preservice teacher education preparation (2020–1-ES01-KA226-HE - 096,120)' two cohorts of 39 and 22 student teachers, respectively, reflected upon two critical incidents previously selected by the student teachers who had taught the two lessons that were video recorded. They had to watch the videos and analyse the incidents both in group discussion and individual reflection. Findings suggest that such a strategy is key to enhancing the development of critical reflection in Initial Teacher Education. [ABSTRACT FROM AUTHOR]

Many changes have taken place in initial teacher education (ITE) programmes over the last number of years in countries such as Israel, Portugal, Jamaica, Ontario (Canada), and England. This paper outlines some of these changes, why they occurred, and to the extent possible, how effective these changes have been from the experience of the teacher educators who have written this paper. In particular, they describe one significant change that would greatly improve ITE in their respective jurisdictions. In the latter part of the paper, the writers discuss current trends and possible directions for teacher education across international contexts. With its contrasting accounts of ITE in different national contexts across the world, this article argues for high quality initial teacher education to provide a global educational workforce in which teachers and learners can flourish within an equal, yet diverse and decolonialised ecosystem. [ABSTRACT FROM AUTHOR]

This article draws on data from a broader research study focusing on Portuguese teachers' perceptions and experiences of remote teaching during the COVID-19 pandemic. In total, 2638 teachers participated in the study. Data were collected through an online survey which included both closed- and open-ended questions. Findings suggest that, overall, teachers experienced a positive adaptation process and were able to teach according to what they had planned. However, difficulties were also found. These relate to reconciling work with family life and extra workload in the context of remote teaching. In addition, findings show that pupils from lower socioeconomic backgrounds presented a lower level of participation in learning tasks. Differences as a function of gender and age were identified. Implications of the findings are discussed. [ABSTRACT FROM AUTHOR]

In this article, we examine current and future challenges of the teaching profession by reimagining teacher education using Portugal and the USA (i.e. Texas) as examples. Our comparative analyses in this area began in 2016 when we discovered our common research interests and the relevance of these topics for our contexts. In this paper, we particularly focus on challenges related to i) the teacher shortage, ii) the nature of teachers' work, iii) approaches to teacher education in the aftermath of the COVID-19 pandemic. We argue that times of crisis may present opportunities to enhance the profession, to recognise its increasingly complex and dynamic nature, and to produce solid, multifaceted knowledge of social and educational significance for the future. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic forced higher education institutions and teacher education programmes to transition from face-to-face to remote teaching. In this new educational environment, universities and schools had to make changes to address emerging teaching and learning needs. This literature review study provides an overview of research on teaching and learning practices published after the outbreak of COVID-19 in the context of teacher education. It aims to examine their characteristics after the pandemic and analyse issues that have affected their development. Based on the inclusion criteria, 28 papers were considered in the analysis. Findings point to the social and collaborative dimension of teaching, the caring component and the adoption of a more democratic and inclusive approach to teaching and learning. Personal and contextual factors and the challenges encountered related to poor interaction and difficulties in assessing students' performance are also identified. Implications for rethinking current online teaching and learning practices in the context of teacher education are discussed. [ABSTRACT FROM AUTHOR]

In 2020, Miriam Ben-Peretz, the Israel Scholar of 2006 and a member of the U.S. National Academy (in addition to being a recipient of Israel's EMET Prize for Research in Education and an American Educational Research Association Fellow) passed away. Ben-Peretz, whose life patterned Israel's contested history (including its wars), was equally well known worldwide and at home. This intellectual biography captures her career trajectory, her abridged academic family tree, her research interests, and how her scholarship spread at home and abroad. Her knowledge creations: curriculum making, curriculum potential and curriculum encounters, are spotlighted. Her longstanding relationship with, and support of MOFET (Institute for Research and Curriculum Development in Teacher Education), which was founded Israel's Ministry of Education, formed a seedbed for her knowledge utilization, knowledge mediation, and knowledge dissemination. Ben-Peretz's career illuminates how she, as a pioneering female and founding citizen of Israel, made headway so that others, could follow in her footsteps. How to live optimistically, despite encountering barriers that would break others, is the legacy that Miriam Ben-Peretz left. [ABSTRACT FROM AUTHOR]

Teacher education is facing global challenges that are mutually concerning to educators around the world. Those who teach teachers are being called upon to rethink their purpose, method and stance, as the very notion of what a teacher should know and be able to do is dramatically changing. This issue offers stories of rethinking as teacher educators use crises to create opportunities for transformation. Their narratives illustrate dilemmas, many of which are ongoing. Our paper begins with a discussion of four enduring dilemmas or tensions that have long plagued and puzzled teacher educators. We then turn to three themes that emerge from the articles in this issue and offer a lens for reimagining the tensions laid out earlier so as to work our way into a different reality for teacher education. We conclude with thoughts about challenges relating to emerging practice areas and timely improvements we need to meet them. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on topics including enhancing reflective skills in pre-service English as a Foreign Language (EFL) teachers and addressing uncertainties in student teaching through core reflection.

The article discusses the crisis in the teaching profession, addressing issues of recruitment, retention, and deteriorating conditions, emphasizing the need for investment in quality teacher education to enhance professionalism and avoid deprofessionalization.

We present the perspectives of Portuguese pre-service teachers about a formative strategy developed to promote learning about language and literacy education. The strategy was underpinned by theories about the pedagogical content knowledge (PCK), rehearsed (or simulated) agency, the epistemology of reflective practise and assessment for learning. It was implemented during a whole semester, after which pre-service teachers answered to a questionnaire focusing on their perceptions about their learning and the learning experience. The results of the quantitative and qualitative analysis of the collected data reveal positive and critical perceptions about the construction of PCK and agentic identities, evidencing the role of curricular analysis, rehearsed practice, reflection and assessment in the learning process. The final discussion, which highlights the possibilities and challenges of the strategy, aims to contribute to the construction of the Scholarship of Teaching and Learning of pre-service teachers after the Bologna Process. [ABSTRACT FROM AUTHOR]

An introduction to the journal is presented which discusses topics within the issue including planning of teaching and learning activities; teacher education; and promoting professionalism through preservice teachers collaboration.

This study extends research on school-based teacher collaboration from single country to comparative settings in Chile and Portugal. Based on interviews with school teachers and principals, the study focused on collaboration engagement and factors conditioning its modalities and depth. Findings indicate that more than country differences and between school differences, collaboration factors and experiences vary according to teacher perception of its value, collective efficacy, school culture/practices and leadership, and in Chile by rural/urban location. Collaboration forms rarely involve more than mutual learning based on sharing of experience. However, involvement in school-based external projects engage teachers in deeper forms of collaboration. Available spaces, time, work-load, systemic policies, testing/accountability are limiting factors. [ABSTRACT FROM AUTHOR]

Drawing upon a wider piece of research, this paper focuses on students' views of assessment in higher education. It reports on data collected from a total of 5,549 students in five Portuguese public universities. The study aims to investigate the psychometric properties of two scales, one measuring the purposes and effects associated by students with assessment; and the other determining the most commonly used assessment methods. Both scales demonstrated adequate validity based on internal structure and acceptable reliability. Findings indicate that students reported more purposes and effects associated with a summative dimension of assessment than with a formative dimension. The most commonly used methods were written tests/exams and collective methods. Statistically significant differences were found in assessment methods, purposes and effects. [ABSTRACT FROM AUTHOR]

Pre-service teachers' conceptions of assessment have received relatively little attention in research concerned with professional development in initial teacher education. These conceptions, alongside others regarding teaching and learning, however, have a great impact on future teachers' instructional practices. In this study, the authors examine conceptions of assessment indirectly, by analysing 79 Finnish pre-service subject teachers' narratives of students' failure. Their findings reveal four major conceptions: (a) assessment is about feedback and reflection; (b) assessment needs to be personalised and demonstrate students' learning; (c) assessment should take into account students' invested effort; and (d) assessment fails to measure students' success or failure. These findings provide a qualitative insight into and extend both research on teachers' conceptions of assessment as a vital aspect of assessment literacy and research on pre-service teachers' conceptions in particular. The relevance of these findings for future teachers' professional development is discussed. [ABSTRACT FROM AUTHOR]

This study examines the views of assessment of programme directors at a Portuguese public university (n = 60). Data were collected through a questionnaire which included closed and open-ended questions. The participants hold different professional categories and come from medical and health sciences, exact sciences, engineering and technology, social sciences and humanities. Data suggest the use of a variety of assessment methods, through a mix of learner-centred and traditional methods. The year of study, the type of course, the nature of the programmes and the institutional regulations were identified by the programme directors as factors that may influence the selection of the assessment methods. The participants considered assessment practices to be in general adequate, but there is room for improvement, namely through an integrated and interdisciplinary approach. [ABSTRACT FROM AUTHOR]

This study focuses on the effect of the programme variable on the purposes and effects that students associate with assessment, on the assessment methods used and on the perceived use of assessment. Data were collected in five Portuguese Public Universities through a survey (n = 4144) and focus group (n = 250) with students enrolled in different programmes. Findings point to statistically significant differences in relation to the purpose of assessment, assessment methods most used and perceived use of assessment. The main differences were found in the kinds of methods used in different programmes: Law reported the lowest frequency of the use of collective assessment methods and portfolios, whereas Psychology, Mechanical and Industrial Engineering were the programmes that reported the lowest frequency of use of individual methods. Educational sciences reported more frequency of all types of methods and reported significantly more preference for the use of alternative methods than the remaining programmes. Negative emotions were most associated with assessment by Nursing students and Educational Sciences' students reported more participation in the assessment process than students from all other programmes. Implications of the findings are discussed. [ABSTRACT FROM AUTHOR]

Personal experiences and histories shape teacher identities to a great extent. In the domain of personal experience, however, little is known about how experiences of failure shape the process of becoming a teacher. Gaining this insight, however, is important as failure may define teachers and their work, which can further undermine their resilience. This study examines how 45 pre-service subject teachers make sense of failure with regards to their identity as teachers. The findings reveal various understandings of failure, from both learner and teacher perspective and pre-service teachers' understanding that the relation between learner and teacher failure is inextricable. Failure is seen as a non-dismissible aspect in their future work as teachers. These findings suggest that experiences and resulting understandings of failure need to be acknowledged as a vital component of teacher education pedagogies in order to assist pre-service teachers in the development of their teacher identity. [ABSTRACT FROM AUTHOR]

An editorial is presented for teacher education programmes to prepare teachers for schools and classrooms. It discusses papers written on teacher training including ‘Differences in teacher education programmes and their outcomes across Didaktik and curriculum traditions', by Tobias Christoph Werler and Armend Tahirsylaj, ‘Three professional ideals: where should teacher preparation go next?' by Tal Carmi and Eran Tamir, and 'Student teachers' by Jennifer Waber, Gerda Hagenauer and Lea de Zordo.

The three main themes of this Special Issue of European Journal of Teacher Education are brought together and considered in the light of what has been said in the articles included. These themes of teacher education, professionalism and research are all dynamic in the way they have been developing over time and also demonstrate considerable geographical diversity in their manifestations. This paper considers the extent to which these temporal and spatial differences indicate a series of tensions, difficulties and paradoxes as the processes of globalisation continue to influence educational policies and practices around the world. The extent to which the outcomes represent increasing convergence or divergence is discussed and the paper concludes by suggesting a number of key questions that may be asked within a particular context in order to make an assessment of the state of health of the teaching profession within that setting. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the guest editors discuss the theme of the issue, changing views of teacher professionalism in teacher education programmes in different contexts.

An introduction is presented in which the editor discusses articles in the issue on topics including the COVID-19 pandemic and its effects on teacher education which focuses on the ways in which the COVID-19 pandemic has affected the work of teacher educators and student.

The COVID-19 pandemic has impacted education at all levels in various ways. Institutions and teacher educators had to quickly respond to an unexpected and 'forced' transition from face-to-face to remote teaching. They also had to create learning environments for student teachers doing their preparation in the light of the requirements of teacher education programmes and the conditions in which both universities and schools had to operate. This paper provides a review of the literature on online teaching and learning practices in teacher education. In total, 134 empirical studies were analysed. Online teaching and learning practices related to social, cognitive and teaching presence were identified. The findings highlighted the need for a comprehensive view of the pedagogy of online education that integrates technology to support teaching and learning. The implications of this study for the development of online teaching and learning practices are discussed. Suggestions for further research are also examined. [ABSTRACT FROM AUTHOR]

This paper focuses on the national, institutional and pedagogical responses as a result of the closure of schools and universities in March 2020 in Portugal. It includes a brief description and analysis of the initiatives and responses to the crisis as well as the difficulties, the challenges and the opportunities. The paper concludes with the discussion of the implications for teaching and teacher education in such uncertain times, particularly in regard to the role of practice as well as issues of mentoring within the context of a practicum as a 'real practice' versus 'an ideal(ised) practice'. [ABSTRACT FROM AUTHOR]

An editorial is presented on complex and multifaceted dimensions of teacher education. Topics include research and professionalism, diversity, and teacher quality; associated with the closure of teacher education institutions and schools as a result of the COVID-19 pandemic; and influencing the process of development and change of the various stakeholders in different teaching and learning environments.

An introduction to the journal is presented in which the editor discusses several topics within the issue including how student teachers are prepared to teach in urban environments, social justice as experienced by new teachers, and learning experiences of student teachers.

In this paper, I argue that the practices of stereoscopic photography throughout the 19th and the beginning of the 20th century can be interpreted as technological answers to many of the questions raised by the theories of art regarding the landscape genre, such as immersion, volume, scale, and subjectivity. However, it was not a direct influence, since stereoscopic photography was perceived as part of popular culture and, thus, excluded from the artistic field. Stereoscopy's middlebrow reputation is largely due to the perception that photography's automated character and its mass diffusion as a visual commodity would prevent it from gaining any artistic value. To assert the possibility of a filiation in landscape theories, I focus on two essays by Georg Simmel, 'The Alps' (1911) and 'The Philosophy of Landscape' (1913), which are representative of these modern debates. I argue that the exclusion of photography from Simmel's essays does not prevent us from a cultural reading, clarifying both that exclusion and the possibility of relating stereoscopic images to the pictorial challenges of the time. This is to state that visuality, although moulded by institutions and power, also spreads across many different social fields. I take as an example the alpine stereo photographs by the Portuguese amateur Manuel Alvarez, a tourist and photographer in the Swiss Alps at the same period of Simmel's essays. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the issue on topics including globalization of standards and the increased marketization of education; quality of teacher education; and formal and informal support of early career teachers.

This paper draws upon a wider piece of research aimed at investigating professional identity development in initial teacher education. It is based upon the view of identity as a dynamic and multifaceted process and initial teacher education as a key context for its development. Data reported in this paper are part of a broader project carried out in Portugal and was collected through written narratives with 20 student teachers. In this paper findings arising from student teachers' accounts are presented, according to the main emerging themes: i) feeling like a student and thinking like a teacher; ii) confronting present and past experiences: inner tensions and dilemmas; iii) raising awareness of the complexity of the classroom context; iv) the teaching profession: aspirations and concerns of prospective teachers. Implications of the findings for initial teacher education are discussed. [ABSTRACT FROM AUTHOR]

The intent of this article is to explore the scholarly influence of Philip W. Jackson through examining the spread of his scholarship and the ideas he generated. The research design of this paper is borrowed from a previous study (Ben-Peretz & Craig, 2018) about another distinguished curriculum scholar, Joseph J. Schwab. The work begins with a biography of Philip Jackson and continues with literature reviews on the history of ideas and the use of knowledge in education. This background is followed by a description of the study's research method, 'inquiry into inquiry', and its data sources (Scopus-listed articles, published books/Google citations, invited addresses, transcribed interviews, conference proceedings, invited addresses, etc.) The papers' findings focus on (1) the influence of Jackson's ideas and approaches, (2) Jackson's direct impact through involvement in projects/organizations, and (3) Jackson's impact on the scholarly literature. Discussions of generative scholarship, intergenerational legacy and scholarly influence conclude the article, along with the recommendation that the 'inquiry into inquiry' approach be re-enacted with other noteworthy curriculum figures to more fully understand the influence of ideas and research dissemination in curriculum and instruction/teaching and teacher education. [ABSTRACT FROM AUTHOR]

This paper reports on a three-year research project aimed at examining experiences of being a teacher in a context of school reform and adverse times. A mixed-method research design was devised, including a national survey, semi-structured interviews, focus groups and a professional development programme. Findings suggest that teachers face old and new demands in a context of school reform and adverse times along with the worsening of their working conditions, the deterioration of their socio-economic status and the lack of career prospects. Some of them try to survive; others resist feelings of giving up by becoming more resilient and resisting. Professional values, a sense of professionalism and identity, along with the relational and emotional dimensions of teaching, and, in some cases, school culture and leadership, explain the ways in which some teachers became more resilient and resistant than others. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on topics including effective mentoring, professional practice in teacher education; and school culture and administration.

An introduction is presented which discusses articles within the issue on topics including professional development of teacher educators, Australian teacher education policy, and professionalism of teacher educators in England.

This paper focuses on the Janus face-teacher educator and researcher. Drawing on existing international literature, our aim is to position ourselves in the discussion relating to our own and other research. In this paper we limit ourselves to discuss two main components, namely teaching and research in relation to which teacher educators seem to experience a rather strong tension. We maintain that the quality of teaching does not become inferior to research and publishing in teacher education. This necessitates that sufficient resources are provided for assuring the quality of teaching and for research; subsequently the two activities are complementary and not contradictory to each other. Our claim is that teacher educators in most settings are Janus-faced due to the competing demands of excellence in both research and teaching. However, we strongly believe that the two main responsibilities of teacher educators which form the Janus face, can melt into each other in the face of a researching teacher educator. [ABSTRACT FROM AUTHOR]

An introduction to articles published within the issue is presented on topics including motivations for becoming a teacher in Germany's pluralistic scholarship system, student teachers' beliefs about self, learning and teaching, and collaborative reflection in teacher education.

Current understandings of the effects trauma exposure on women's health are limited because prior research has largely focused on intimate partner and sexual violence in homogenous samples. In this descriptive study, the authors examined the relationships between lifetime trauma exposure and psychological well-being among women across the Pacific Rim. Psychological well-being differed significantly between the four locations and increased trauma exposures were related to poorer psychological well-being across and within locations. The authors report relevant findings on the relationship between trauma exposure and psychological well-being and provide evidence for future research to enhance knowledge on the effects of trauma in women's lives. [ABSTRACT FROM AUTHOR]

The link between theory, practice and research in Initial Teacher Education (ITE) has been widely discussed in international literature. However, more needs to be done in regard to the examination of concrete examples to foster research and teaching practice in existing teacher education programmes. This paper focuses on a practicum model in ITE which aims at linking teaching and research, theory and practice. The reflective component of the model is oriented towards student teacher professional development under a democratic view of education. Integrating teaching and research and promoting teaching practice as a space of transformation rather than a process of adaptation or of application of theory may well represent a move towards knowledge mobilisation and research-informed practice. The paper concludes with some lessons learned and possible directions in order to overcome the shortcomings of the model and to enhance its positive and innovative features. Abbreviation ITE: Initial teacher education [ABSTRACT FROM AUTHOR]

This introductory paper reviews the literature on the use of evidence-based knowledge (EBK) in the initial and continuing professional development of teachers and also in their everyday practice. It will set the scene for the theme of the SI and critically discuss general current issues about the generation of educational research evidence, how teachers may, or may not, acquire this and, drawing on and updating the outcomes of the previous JET SI (41 (5), 2014), some of the implications of translational research and knowledge mobilisation. [ABSTRACT FROM AUTHOR]

This paper provides an overview of research on veteran teachers and teacher identity. It analyses issues at the personal, situated and professional levels that have been shown to impact on veteran teachers’ identities. The search included empirical studies published in peer-reviewed journals between 2005 and 2016. In total, 19 papers were analysed. Findings revealed that many studies focused on veteran teachers’ resilience. Issues concerning veteran teachers’ identities are key to understanding why they remain in the profession and are able to sustain their motivation and commitment over time. Many veteran teachers portrayed in the literature built on their confidence regarding their professional competence and relied on internal and external issues to maintain their motivation and commitment to teaching. The role of emotions in the transformation of veteran teachers’ identities and the permeable boundaries of the personal, situated and professional scenarios influencing veteran teachers’ identities are highlighted in the paper. [ABSTRACT FROM AUTHOR]

This paper focuses on the tensions and paradoxes in teaching. At present time, teacher education has the obligation to prepare teachers for diverse student populations, living in a highly varied context. This situation creates several competing expectations of the meaning of teacher education. For instance, preparing for professional autonomy in a world of externally imposed educational policy. The tension between achieving immediate results and success in external exams versus the need to prepare students in an era of migration and growing multiculturalism in school contexts is addressed. It is argued that a common knowledge base is a necessary response to growing multiculturalism while simultaneously leaving space in the curriculum for multicultural aspects of the student population. These double requirements have implications for teacher education which are discussed in the last section of the paper. [ABSTRACT FROM PUBLISHER]

This paper reports on findings from a broader piece of research aimed at investigating the ways in which head teachers experience a new teacher evaluation policy in Portugal, particularly in regard to the challenges and perceived effects of the policy on school and on teacher development. Data were collected through a questionnaire with open and closed-ended questions. In total, 134 head teachers participated in the study. Findings suggest a number of tensions and problems, most of which are related to the key features of the model of teacher evaluation itself. Others issues pertain to the lack of recognition of the appraisers and to the emergence of tensions amongst staff leading to the deterioration of the school climate. Persisting challenges to policy implementation, perceived effects on teachers and schools as well as the dilemmas of head teachers are analysed. The article concludes with the discussion of ways forward. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the authors discuss various reports within the issue on topics including teacher evaluation in various countries and contexts, teacher evaluation policies and systems, and work-wide accountability promotion.

The article examines the trends in teacher education based on papers published in the "European Journal of Teacher Education" (EJTE) since 1978. Topics discussed include the countries identified as the context for the research, research methodologies used in the papers published and some of the merging trends are teacher education curriculum, comparative analysis of teacher education and approaches to teaching a subject.

Background: This phase I/II study was designed to determine the maximum tolerated dose of tivantinib in combination with standard dose FOLFOX for the treatment of patients with advanced solid tumors and to evaluate the safety and efficacy of this combination for patients with previously untreated metastatic adenocarcinoma of the distal esophagus, gastroesophageal (GE) junction, or stomach.Methods: Patients with advanced solid tumors for which FOLFOX would be appropriate chemotherapy received escalating doses of tivantinib BID (days 1-14) in a standard 3 + 3 design in phase I. In phase II, patients with advanced GE cancer received standard FOLFOX day 1 and tivantinib (360 mg PO BID) days 1-14 of each 2-week cycle. Restaging occurred every four cycles. The primary phase II endpoint was response rate (RR).Results: Forty-nine patients were enrolled (15 on phase I and 34 on phase II). The expansion dose was established as tivantinib 360 mg BID in combination with FOLFOX. Thirty-two phase II patients were treated for a median of eight cycles (range, 1-38), with an overall RR of 38%. Treatment-related toxicities included neutropenia, fatigue, diarrhea, nausea, and peripheral neuropathy. Median progression-free survival (PFS) was 6.1 hmonths with a median time to progression of 7.0 months. Median overall survival was 9.6 months. Two patients remain on study at the time of this analysis.Conclusions: The combination treatment of tivantinib plus FOLFOX in patients with advanced GE cancer showed a response and PFS in the range of historical controls for first-line FOLFOX therapy. However, two patients had extended time on study treatment (36 and 45 cycles) at the time of data cutoff. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various articles within the issue on topics including Initial Teacher Education (ITE), ITE curriculum internationally and teacher recruitment.

Teacher evaluation accountability policies are emerging worldwide. This study examines principals’ perceptions of teacher evaluation in terms of commonalities and differences arising from two research projects conducted in Portugal and in the US. Perceptions of school principals in regard to a new policy on teacher evaluation as well as its perceived effects at school and conditions for its implementation will be analysed. Findings point to the challenges and successes of coping with mandated accountability measures in two different contexts. Principals balanced perceived conflicting goals, sought maintenance of positive teacher relationships and school culture and managed the tensions of policy implementation and the making sense of its effects at school. Implications of the findings are discussed. [ABSTRACT FROM PUBLISHER]

An introduction is presented in which the editor discusses various reports within the issue on topics including professional development of teachers through student and teacher interaction, high school teachers' experience of communicative language teaching, and health problems of German teachers.

An introduction to the journal is presented wherein the editor discusses various articles published within the issue on topics including how working conditions affect beginning teachers' intention to leave the job, experiences of teachers in the Estonian context, and teaching in urban contexts.