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In 2013 the Swedish government launched a reform on career services for teachers that introduced first-teachersas a new category of teachers. Since this reform still is in the process of being rolled out, we know fairly little of its impact, especially concerning VET teachers that are appointed first-teachers. This paper explores and analyses two cases of VET first-teachers with focus on the implications on educational leadership practices in their work with school improvement where 'distributed leadership'is used as a lens forunderstanding the characteristic features of leadership practices. The re-sults show that the VET first-teachers consider themselves to represent an important educational leadership being process leaders for creating a culture built on mutual trust, turning the focus of school improvement from a 'top-down' perspective to change 'from below'. They become 'brokers'and a link between school management and their colleagues, even if there are some difficulties. Moreover they visualise differ-ent practices and foster a new awareness –concerning e.g. assessment and the relation-ship between school and work-place –that seem to influence collegial discourse.

In the last few decades, a large portion of scientific literature has been dedicated to the questions of realization of teaching and its improvement. However, one question remains in the background - folk pedagogies and their influence on teaching. The main objective of this paper is to help us get acquainted with this phenomenon that exists in the teaching practice, its significance and pedagogical implications. In the first part of the paper, we deal with definitions of folk pedagogies and related concepts and their mutual relationship, in order to analyze the similarities and differences in the meaning of the concepts in use. Starting from important determinants of teachers' folk pedagogies, we will attempt to reassess some of the proposed methods and ways to raise consciousness about teachers' folk pedagogies, methods to analyze and change them. Based on the existing knowledge on teachers' folk pedagogies, we will try to point out their significance and implications they have on education practice. Starting from the existing findings about folk pedagogies, we have separated three important implications for educational practice: a) teachers should be viewed as creators of their own coherent theories about learning and teaching; b) changing and improving one's teaching practice is a result of the teacher's willingness to reflect on his or her own folk pedagogies; and c) teachers' folk pedagogies should be seen as the starting point for teacher professional development programs.

A review of several studies of teachers' career motivation since Bulgarian Renaissance till nowadays is presented in this paper. 203 Bulgarian teachers in public schools were studied by means of a questionnaire created by Slavchov & Stoyanova (2007) measuring career motivational types, according to Moses' typology (2003). The career motivational type of Authenticity seekers was the most preferred by the studied Bulgarian teachers, followed by Personal developers and Stability seekers. Career builders as a career motivational type was minor career motivator, the least preferred one by Bulgarian teachers. A lot of significant positive correlations existed between teachers' career motivational types. Some social-demographic factors (such as gender, specialty, work experience, and age) differentiated teachers' career motivators. The type of Autonomy seekers was more preferred career motivator by male teachers than by female teachers in correspondence to the traditional stereotypes for men. Longer teachers' work experience and teachers' advance in age were related to more frequency of Stability seekers, but less frequency of Novelty seekers career motivator. Preschool and elementary school teachers preferred more strongly Authenticity seekers as a career motivator than teachers in natural sciences and mathematics. Establishing major career motivators for teachers may be related to opportunities for improvement of performance and work satisfaction.
Key words: career motivation, motivational types, school teachers, work satisfaction.

Adoption UK is leading a campaign to boost schools' awareness of the attachment needs of adopted children

The teaching profession is in the focus of unprecedented level of interest due to current social,political and professional debates, nonetheless (or perhaps this is the reason why) thoseinvolved have a pessimistic professional vision. It is difficult for them to identify with thegrowing level of challenges which may strengthen the motivation of teacher attrition. Weassume that workplace satisfaction and long-term educational plans are closely linked to theprofessional vision, which in turn is able to track the motivations of profession loyalty. Inorder to justify our hypotheses we used a self-edited (online) data collection questionnairecomprising 33 questions, which was completed in the academic year of 2015/2016 by MAstudents and graduated teachers of similar trainings at University of West Hungary SavariaUniversity Centre and Eszterházy Károly College. In our study we examine the learning needsof teachers in respect of the immediate and extended professional environment based on theresponses of 295 qualified teachers.

In educational systems without comprehensive systems for regulating textbooks, teachers can exert considerable influence on the use of textbooks. However, existing research has not yet identified the mechanisms of this use. Accordingly, the aim of this article is to examine and explain teachers' strategic use of textbooks. I administered a questionnaire to 313 Swedish teachers of years four to twelve (for pupils of ten to eighteen years of age). The results demonstrate a pathway between reading practices and strategic textbook use, mediated by textbook satisfaction. Pupils' reading needs had a negative impact on strategic textbook use. Finally, teachers' experience had a positive impact on reading practices but no effect on strategic textbook use.

The multicultural context of a society continues to indicate new requirements
to which it must respond, with new solutions in the form of competence in
interactions with different cultural minorities, and providing the
opportunity to acquire intercultural competence, taking into account and
respecting the culture and traditions of cultural minorities. The goal of
this research is to analyse the teachers? views of multiculturalism in high
school teaching. The data were collected on the attitudes of the respondents
toward minority cultures, the willingness to cooperate with the culturally
different, the efficacy of intercultural content in different areas, the
presence of prejudices of the respondents to different nationalities, and so
on. The survey was conducted as a cross-sectional study; 90 teachers were
interviewed in the municipalities of Subotica and Novi Sad. The survey
instrument was a questionnaire. The research results show that there is a
positive openness to the acceptance of cultural diversity. Teachers think
that it is important for students to know their own culture and to respect
other cultures. Further?more, tolerance should be given more attention during
classes. As for the content of the curriculum, teachers are interested the
most in the contents regarding addictions and sexual education. In addition
to that, the majority of the teachers would like to include in their lessons
more facts about different cultural traditions and ethnic minorities, which
shows their motivation to deal with the issues mentioned beforehand.

This multi-case study explores the impact of cooperating teachers (CTs) on the autonomous pedagogical practices of preservice social studies teachers at a large southeastern university. The study examines participants' written reflections, social studies teaching philosophies, lesson plans, and interview transcripts to identify how field placements and, more specifically, cooperating teachers directly influence the autonomous decision-making practices of student teachers (STs). The author will discuss the socialization of the participants and the role of the CTs in both preventing and promoting the autonomous practices of the STs as they attempted to fulfill their identified aims of education. The case will be made for a revision of field experiences to promote teacher autonomy through better reflection on the part of STs.

It was very many years ago that most blind people who were employed in a small group of occupations. Additionally, changes in legislations have made people who are blind more aware of their rights to pursue employment in the field of their choice, and these same laws prohibit employers from discriminating against the blind applicant or employee. The visually impaired individuals mostly opt for teaching position and a number of teachers working school and collegiate level. However the employers and administrators attitude is a crucial component in employment of Visually Impaired teachers. Hence this study aimed to find out the Administrators Attitude towards Visually Impaired teachers. The investigator developed her own Rating Scale to measure Administrators Attitude towards Visually Impaired Teachers. Descriptive survey design is adopted in this study. Descriptive research which include selection, surveys and fact-finding enquiries of different kinds were collected. Administrators of 30 visually impaired teachers working in schools and 30 in college / university level assessed about their attitude towards Visually Impaired Teachers working under them. The results revealed that the administrators expressed moderate level of attitude towards Visually Impaired teachers.

Denne artikkelen utforsker hva atten ungdomsskolelærere sier om læringsverdien av film i engelskundervisningen. De filmene lærerne nevner er hovedsakelig fiksjonsfilmer om forhold i den engelskspråklige verden eller filmatiseringer av skjønnlitterære verk. Hvordan begrunner lærene bruken av disse filmene? Hvilke ytre forhold kan bidra til lærernes meningsskaping omkring filmbruk? Jeg bruker perspektiver fra Norman Faircloughs kritiske diskursanalyse for å utforske trekk ved lærernes refleksjoner i intervju. Jeg inndeler lærernes meningsskaping i fire antakelser om filmens læringsverdi; den referensielle, den kompensatoriske, den emosjonelle og den språklige verdien. Videre skisserer jeg hvordan disse refleksjonene kan knyttes til omliggende diskurser om hva man kan lære av film; i engelskfaget, i media og i lys av mer abstrakte diskurser om deltakelse og demokrati i norsk skole. Det synes å være enighet om at film fortjener en plass i engelskundervisningen. Imidlertid virker det som om forestillinger om filmens læringsverdi representerer en blindsone som i liten grad har fått kritisk et søkelys. Jeg mener at de perspektivene som belyses i denne artikkelen kan være gjenstand for diskusjon både i engelskfaget og på tvers av fag.Nøkkelord: fiksjonsfilmer, engelskundervisning, kritisk diskursanalyse, læreres diskursive praksiserAbstractWhen teachers say: "you can learn a lot from films", what does this imply? This article explores interviews with eighteen Norwegian English teachers about the learning value of films in the lower secondary classroom. The films that these teachers talk about are mostly fiction films about conditions in the English-speaking world or film adaptations of literary texts. This article focuses on the teachers' reasoning about fiction films. I use perspectives from critical discourse analysis (CDA) to explore how the teachers justify their choices and what notions of films they can be seen to rely on. There appears to be some sort of general agreement in the field of English teaching that films deserve a place in the classroom. Still, notions about the value of classroom film use might represent a blind spot that has escaped scrutiny.Keywords: fiction films, EFL teaching, critical discourse analysis, teachers' discursive practices