1.

Belgium as a cultural model for building the Italian secondary school and training its teachers (1860-1900) ...

2.

Belgium as a cultural model for building the Italian secondary school and training its teachers (1860-1900) ...

3.

Belgium as a cultural model for building the Italian secondary school and training its teachers (1860-1900) ...

4.

Belgium as a cultural model for building the Italian secondary school and training its teachers (1860-1900) ...

5.

Belgium as a cultural model for building the Italian secondary school and training its teachers (1860-1900) ...

1.

Dicentra cucullaria (Dutchman's breeches): Botanical specimen collected by Helen (H.) Monahan, 1899

1.

Belgium as a cultural model for building the Italian secondary school and training its teachers (1860-1900)

2.

Belgium as a cultural model for building the Italian secondary school and training its teachers (1860-1900)

3.

Belgium as a cultural model for building the Italian secondary school and training its teachers (1860-1900)

4.

Belgium as a cultural model for building the Italian secondary school and training its teachers (1860-1900)

5.

Belgium as a cultural model for building the Italian secondary school and training its teachers (1860-1900)

6.

Belgium as a cultural model for building the Italian secondary school and training its teachers (1860-1900)

7.

Belgium as a cultural model for building the Italian secondary school and training its teachers (1860-1900)

8.

Belgium as a cultural model for building the Italian secondary school and training its teachers (1860-1900)

9.

Belgium as a cultural model for building the Italian secondary school and training its teachers (1860-1900)

1.

Continuous learning approach towards the professional development school in practice

1.

Synopse ganztägiger Bildungssysteme. Organisation und Personal in Frankreich, Finnland und den Niederlanden

1.

Newly qualified teachers’ needs of support for professional competences in four European countries: Finland, the United Kingdom, Portugal, and Belgium ; Potrebe na novo usposobljen...

2.

Newly qualified teachers’ needs of support for professional competences in four European countries: Finland, the United Kingdom, Portugal, and Belgium ; Potrebe na novo usposobljen...

3.

Newly qualified teachers’ needs of support for professional competences in four European countries: Finland, the United Kingdom, Portugal, and Belgium ; Potrebe na novo usposobljen...

4.

Newly qualified teachers’ needs of support for professional competences in four European countries: Finland, the United Kingdom, Portugal, and Belgium ; Potrebe na novo usposobljen...

5.

Newly qualified teachers’ needs of support for professional competences in four European countries: Finland, the United Kingdom, Portugal, and Belgium ; Potrebe na novo usposobljen...

1.

Newly qualified teachers’ needs of support for professional competences in four European countries: Finland, the United Kingdom, Portugal, and Belgium ... : Potrebe na novo usposob...

2.

Newly qualified teachers’ needs of support for professional competences in four European countries: Finland, the United Kingdom, Portugal, and Belgium ... : Potrebe na novo usposob...

3.

Newly qualified teachers’ needs of support for professional competences in four European countries: Finland, the United Kingdom, Portugal, and Belgium ... : Potrebe na novo usposob...

4.

Newly qualified teachers’ needs of support for professional competences in four European countries: Finland, the United Kingdom, Portugal, and Belgium ... : Potrebe na novo usposob...

5.

Newly qualified teachers’ needs of support for professional competences in four European countries: Finland, the United Kingdom, Portugal, and Belgium ... : Potrebe na novo usposob...

1.

Jahrbuch für Historische Bildungsforschung 2013. Schwerpunkt Avantgarden

1.

Parmi les ressources mobilisées par l’étudiant pour planifier son stage, quell rôle réserve-t-il au formateur institutionnel? ; Welche Rolle spielen Ausbilder für Studierende bei d...

2.

Parmi les ressources mobilisées par l’étudiant pour planifier son stage, quell rôle réserve-t-il au formateur institutionnel? ; Welche Rolle spielen Ausbilder für Studierende bei d...

3.

Parmi les ressources mobilisées par l’étudiant pour planifier son stage, quell rôle réserve-t-il au formateur institutionnel? ; Welche Rolle spielen Ausbilder für Studierende bei d...

1.

Towards inclusive teachers. Processes of professionalisation of subject teachers in integration classes at secondary academic schools in Vienna. Three case studies