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  1. Home /
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  3. 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
    • PDF
  • 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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ISSN 2232-2647 (online edition)

ISSN 1855-9719 (printed edition)

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