NEWS
The first issue in 2012 of Education Inquiry is available to read and download. It is an international on-line, peer-reviewed journal with free access in the field of Educational Sciences and Teacher Education .
This issue includes six articles that display a wide variety of approaches and literatures. It publishes original empirical and theoretical studies from a wide variety of academic disciplines.
The journal is published by the Umeå School of Education, Umeå University.
The article titles include:
Subject Didactics in Practice – Hidden in the Process. A Study of Teaching Logics and Classroom Cultures
Improving the School Environment from a Student Perspective: Tensions and Opportunities
Introducing a Student-centred Learning Approach in Current Curriculum Reform in Mozambican Higher Education
Faculty Members’ Understanding of Teaching Efficacy Criteria
Schools’ Readiness and Capacity to Improve Matte
Factors Influencing Teachers’ Use of ICT in Education
As the name of the journal suggests, one of the aims of Education Inquiry is to challenge established conventions and taken-for-granted perceptions within these fields. Education Inquiry is looking for lucid and significant contributions to the understanding of contextual, social, organizational and individual factors affecting teaching and learning, the links between these aspects, the nature and processes of education and training as well as research in and on Teacher Education and Teacher Education policy. This includes research ranging from pre-school education to higher education, and research on formal and informal settings. Education Inquiry welcomes cross-disciplinary contributions and innovative perspectives. Of particularly interest are studies that take as their starting point, education practice and subject teaching or didactics.
Education Inquiry welcomes research from a variety of methodological and theoretical approaches, and invites studies that make the nature and use of educational research the subject of inquiry. Education Inquiry readers include educators, researchers, teachers and policy makers in various cultural contexts.
