EDITORIAL

• Uvodnik

  Iztok Devetak

  7–11

  • PDF (English)

• Foreign Language Learning and Identity Reconstruction: Learners’ Understanding of the Intersections of the Self, the Other and Power

  Seyyed Hatam Tamimi Sa’d

  13–36

  • PDF (English)
• Elementary and Secondary School Students’ Perceptions of Teachers’ Classroom Management Competencies

  Jana Kalin, Cirila Peklaj, Sonja Pečjak, Melita Puklek Levpušček, Milena Valenčič Zuljan

  37–62

  • PDF (English)
• Multicultural Education vs. Implicit and Explicit Ethnocentric Education: Text Analysis of a Contemporary Israeli Value Education Program

  Roni Reingold, Sara Zamir

  63–83

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• Pre-Service Preschool Teachers’ Beliefs about Foreign Language Learning and Early Foreign Language Teaching in Slovenia

  Mateja Dagarin Fojkar, Darija Skubic

  85–104

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• In Search of Teaching Quality of EFL Student Teachers through Teaching Practicum: Lessons from a Teacher Education Program

  Siti Nurul Azkiyah, Amirul Mukminin

  105–124

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• Primary School Student Teachers' Perceived and Actual Knowledge in Biology

  Eija Yli-Panula, Elia Jeronen, Nonmanut Pongsakdi

  125–146

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• Exploring the Link between Achievement Goals, Motivation, and Parental Expectations among University Students in Kosovo

  Albulene Grajcevci, Arif Shala

  147–164

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• Participation in Decision-making in Class: Opportunities and Student Attitudes in Austria and Slovenia

  Monika Mithans, Milena Ivanuš Grmek, Branka Čagran

  165–184

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• Changes in Beliefs Regarding Good Teachers and the Characteristics of Child Development of Primary Education Students

  Helena Smrtnik Vitulič, Irena Lesar

  185–205

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• Cooperation between Parents and Preschool Institutions through Different Concepts of Preschool Education

  Sanja Berčnik, Tatjana Devjak

  207–226

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• Mary Hayden and Jeff Thomson (Eds.), International Schools: current issues and future prospects, Oxford: Symposium books, 2016; 240 pp.: ISBN 978-1-873927- 92-2

  Mirko Mrčela

  227–230

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• Vivian Cook and Li Wei (Eds.), The Cambridge Handbook of Linguistic Multi-competence, Cambridge: Cambridge University Press, 2016; 562 pp.: ISBN 978-1- 107-05921-4

  Gabrijela Petra Nagode

  231–235

  • PDF (English)