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Vol 9 No 2 (2019): Curriculum Development in Contemporary Society
DOI:
https://doi.org/10.26529/cepsj.9.2
Published:
2019-06-21
Full Issue
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EDITORIAL
Curriculum Development in Contemporary Society
Branislava Baranović
5-9
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FOCUS
The Heritage of the Cold War in Contemporary Curricula and Educational Reforms
Tomislav Topolovčan, Snježana Dubovicki
11-32
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Understanding the Relation of Policy Discourse and Re-Conceptualising Curriculum: A Kosovo Perspective on a New Meaning of Context
Blerim Saqipi
33-52
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Curriculum Reform in Indonesia: Moving from an Exclusive to Inclusive Curriculum
Amirul Mukminin, Akhmad Habibi, Lantip Diat Prasojo, Abdullah Idi, Afreni Hamidah
53-72
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Teachers’ Acceptance of Curriculum Reform in the Czech Republic: One Decade Later
Karolína Pešková, Michaela Spurná, Petr Knecht
73-97
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Research-Based Learning in Initial Teacher Education in Catalonia
Ingrid Agud, Georgeta Ion
99-118
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VARIA
Development of Teachers’ Beliefs as a Core Component of their Professional Identity in Initial Teacher Education: A Longitudinal Perspective
Vlasta Vizek Vidović, Vlatka Domović
119-138
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The Teacher as a Lesson Designer
Ljerka Jukić Matić
139-160
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REVIEW
Laurinda Leite, Luis Dourado, Ana S. Afonso and Sofia Morgado (Eds.), Contextualizing Teaching to Improve Learning: The Case of Science and Geography, Nova Science Publishers: New York, NY, 2017; 303 pp.: ISBN: 978-1-53611-845-2
Miha Slapničar
161-165
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