THEORY AND PRACTICE IN TODAY’S TEACHER EDUCATION
Preface to the special issue; pp. 123–128

DEVELOPING NEW TEACHER EDUCATION CURRICULA: WHY SHOULD CRITICAL RATIONALIST EPISTEMOLOGY TALK LOUDER?; pp. 129–142

MENTORING AS A MEANS FOR SUPPORTING STUDENT AND BEGINNING TEACHERS’ PRACTICE-BASED LEARNING; pp. 143–158

RECONSTRUCTING TEACHER’S PROFESSIONAL IDENTITY IN A RESEARCH DISCOURSE: A PROFESSIONAL DEVELOPMENT OPPORTUNITY IN AN INFORMAL SETTING; pp. 159–176

ESTONIAN TEACHERS’ BELIEFS ON TEACHER EFFICACY AND INFLUENCING FACTORS; pp. 177–191

DEVELOPING CHILD’S THINKING SKILLS BY SEMANTIC MAPPING STRATEGIES; pp. 192–206