EDITORIAL

• EDITORIAL

  Jana Kalin, Milena Valenčič Zuljan

  5–11

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• Towards Competence-based Practices in Vocational Education – What Will the Process Require from Teacher Education and Teacher Identities?

  Säde-Pirkko Nissilä, Asko Karjalainen, Marja Koukkari, Pirkko Kepanen

  13–34

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• Theory, Practice and Competences in the Study of Pedagogy – Views of Ljubljana and Belgrade University Teachers

  Klara Skubic Ermenc, Nataša Živković Vujisić, Vera Spasenović

  35–55

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• Didactic Strategies and Competencies of Gifted Students in the Digital Era

  Grozdanka Gojkov, Aleksandar Stojanović, Aleksandra Gojkov-Rajić

  55–72

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• Fostering the Quality of Teaching and Learning by Developing the “Neglected Half ” of University Teachers’ Competencies

  Barica Marentič Požarnik, Andreja Lavrič

  73–93

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• Use of Online Learning Resources in the Development of Learning Environments at the Intersection of Formal and Informal Learning: The Student as Autonomous Designer

  Maja Lebeničnik, Ian Pitt, Andreja Istenič Starčič

  95–113

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• Relations between Students’ Motivation, and Perceptions of the Learning Environment

  Marko Radovan, Danijela Makovec

  115–138

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• The (Co-)Construction of Knowledge within Initial Teacher Training: Experiences from Croatia

  Lidija Vujičić, Željko Boneta, Željka Ivković

  139–157

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• L1 Use in EFL Classes with English-only Policy: Insights from Triangulated Data

  Seyyed Hatam Tamimi Sa’d, Zohre Qadermazi

  159–175

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• The Social Acceptance of Secondary School Students with Learning Disabilities (LD)

  Teja Lorger, Majda Schmidt, Karin Bakračevič Vukman

  177–194

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• Craig, C. J., Meijer, P. C. and Broeckmans, J. (Eds.) (2013). From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community. Advances in research on teaching, 19. Bingley: Emerald. 734 pp., ISSN 1479-3687 (Series), ISBN 978-1-78190

  Barbara Šteh

  195–198

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