Vol.25,No.2(2020)
Vol. 25, No. 2: The Changing Status of the Teaching Profession

Editorial

Editorial

5–10

Stanislav Štech, Klára Šeďová, Adam Lefstein

PDF

Studies

Discourses on Governance of the Teaching Profession

11–22

Lejf Moos
https://doi.org/10.5817/SP2020-2-1

PDF
Teacher Status and the Role of Teacher Unions in the Context of New Professionalism

23–45

Vasileios Symeonidis, Nelly Stromquist
https://doi.org/10.5817/SP2020-2-2

PDF
Eroding Trust in Teacher Professionalism: An Ethnomethodological Analysis of Radio Interviews with Czech Experts on Education

47–69

František Tůma, Michaela Píšová, Monika Černá
https://doi.org/10.5817/SP2020-2-3

PDF
Bias in Primary School Teachers’ Expectations of Students? A Study of General and Specific Bias Towards SES, Ethnicity and Gender

71–96

Elien Sneyers, Jan Vanhoof, Paul Mahieu
https://doi.org/10.5817/SP2020-2-4

PDF
Teachers for Slovakia: Tensions in the Profession

97–116

Branislav Pupala, Ondrej Kaščák, Michal Rehúš
https://doi.org/10.5817/SP2020-2-5

PDF
Aligning Teacher Preparation, Professional Development and Evaluation: The Orthodoxy of TAP Teachers and Teaching

117–137

Jessica Holloway
https://doi.org/10.5817/SP2020-2-6

PDF
‘Head’ and ‘Heart’ Work: Re-Appraising the Place of Theory in the ‘Academic Dimension’ of Pre-Service Teacher Education in England

139–159

Janet Orchard, Lucy Kelly, Carrie Winstanley
https://doi.org/10.5817/SP2020-2-7

PDF
Initial Teacher Education and the Relationship with Research: Student Teachers’ Perspectives

161–179

Rita Tavares de Sousa, Amélia Lopes, Pete Boyd
https://doi.org/10.5817/SP2020-2-8

PDF

Emerging Researchers

General Pedagogical Knowledge of Austrian Teachers

181–194

Ann-Kathrin Dittrich
https://doi.org/10.5817/SP2020-2-9

PDF

Issue Description

Editors: Stanislav Štech, Klára Šeďová, Adam Lefstein