After the launch of the new curriculum reforms at the beginning of the new millennia, teachers were expected to transform their conceptions of education by absorbing ideas such as "dual subjectivity," "democratic equality," "scientific inquiry," "collaborative learning," and so on. What sorts of conceptions…

Academics' development as teachers is traditionally considered independently from their development in other aspects of their work, or from their development as an academic holistically. Through the analysis of two previous phenomenographic studies of academics' experiences of: (1) their growth and development as an academic holistically; and (2)…

This paper explores the substance of competence-driven changes in teacher education curricula by testing the possibility of using a framework distinguishing between the German pedagogical culture of "Didaktik" and the Anglo-Saxon Curriculum culture to describe the substance of these changes. Data about the perceptions of…

This paper details the development and operation of a system of inclusive education in India during the latter part of the twentieth and the beginning of the twenty-first century. Through a literature review and the employment of in-depth semi-structured interviews the study sought to determine how inclusion is defined and how the professional…