Universal Journal of Educational Research  

Universal Journal of Educational Research is an international peer-reviewed journal that publishes original and high-quality research papers in all areas of education. As an important academic exchange platform, scientists and researchers can know the most up-to-date academic trends and seek valuable primary sources for reference.

ISSN: 2332-3205 (Print)

ISSN: 2332-3213 (Online)

Contact Us: ujer.editor@hrpub.org or editor@hrpub.org

Website: http://www.hrpub.org/journals/jour_info.php?id=95


Volume 8   2020
Vol.8 No.1Vol.8 No.1AVol.8 No.2Vol.8 No.3Vol.8 No.3AVol.8 No.3B
Vol.8 No.3CVol.8 No.3DVol.8 No.4Vol.8 No.4AVol.8 No.5Vol.8 No.5A
Vol.8 No.6Vol.8 No.7Vol.8 No.8Vol.8 No.9Vol.8 No.9AVol.8 No.10
Vol.8 No.11Vol.8 No.11AVol.8 No.11BVol.8 No.11CVol.8 No.11DVol.8 No.12
Vol.8 No.12AVol.8 No.12B
Volume 7   2019
Vol.7 No.1Vol.7 No.2Vol.7 No.3Vol.7 No.3AVol.7 No.4Vol.7 No.4A
Vol.7 No.5Vol.7 No.5AVol.7 No.6Vol.7 No.7Vol.7 No.8Vol.7 No.9
Vol.7 No.9AVol.7 No.10Vol.7 No.10AVol.7 No.10BVol.7 No.11Vol.7 No.12
Vol.7 No.12A
Volume 6   2018
Vol.6 No.1Vol.6 No.2Vol.6 No.3Vol.6 No.4Vol.6 No.5Vol.6 No.6
Vol.6 No.7Vol.6 No.8Vol.6 No.9Vol.6 No.10Vol.6 No.11Vol.6 No.12
Volume 5   2017
Vol.5 No.1Vol.5 No.2Vol.5 No.3Vol.5 No.4Vol.5 No.5Vol.5 No.6
Vol.5 No.7Vol.5 No.8Vol.5 No.9Vol.5 No.10Vol.5 No.11Vol.5 No.12
Vol.5 No.12AVol.5 No.12B
Volume 4   2016
Vol.4 No.1Vol.4 No.2Vol.4 No.3Vol.4 No.4Vol.4 No.5Vol.4 No.6
Vol.4 No.7Vol.4 No.8Vol.4 No.9Vol.4 No.10Vol.4 No.11Vol.4 No.12
Vol.4 No.12A
Volume 3   2015
Vol.3 No.1Vol.3 No.2Vol.3 No.3Vol.3 No.4Vol.3 No.5Vol.3 No.6
Vol.3 No.7Vol.3 No.8Vol.3 No.9Vol.3 No.10Vol.3 No.11Vol.3 No.12
Volume 2   2014
Vol.2 No.1Vol.2 No.2Vol.2 No.3Vol.2 No.4Vol.2 No.5Vol.2 No.6
Vol.2 No.7Vol.2 No.8Vol.2 No.9
Volume 1   2013
Vol.1 No.1Vol.1 No.2Vol.1 No.3Vol.1 No.4

Vol 7(Mar, 2019) No 3A

Special Edition on Introducing Students to the Profession of Kindergarten Teacher - Insights from Norway: Cover Page, Table of Contents, Editorial, and Others

Does the New Kindergarten Teacher Education Program in Norway Provide Good Conditions for Professional Kindergarten Teachers?

Wenche Aasen, Alicja R. Sadownik

[Abstract] [Full Text] [Full Article - PDF] pp. 1 - 7

DOI: 10.13189/ujer.2019.071301

Norwegian and Croatian Students of Undergraduate Kindergarten Teacher Education Programs on Their Professional Development and Conditions for It

Alicja R. Sadownik, Wenche Aasen, Adrijana Visnjic Jevtic

[Abstract] [Full Text] [Full Article - PDF] pp. 8 - 21

DOI: 10.13189/ujer.2019.071302

Kindergarten Teacher Students’ Experiences of Value Conflicts in Kindergartens as Educational Institutions

Helene Torsteinson

[Abstract] [Full Text] [Full Article - PDF] pp. 22 - 30

DOI: 10.13189/ujer.2019.071303

The Role of the Educational Conversation in Succeeding in Undergraduate Kindergarten Teacher Education

Modgun Ohm, Kristine Hjelle

[Abstract] [Full Text] [Full Article - PDF] pp. 31 - 39

DOI: 10.13189/ujer.2019.071304

The Difficult Conversation: Facilitating Students' Professional Learning and Development

Yvonne Bakken, Nina Carson, Modgun Ohm

[Abstract] [Full Text] [Full Article - PDF] pp. 40 - 49

DOI: 10.13189/ujer.2019.071305

Observation – A Part of Kindergarten Teachers' Professional Skill Set

Johanna Birkeland

[Abstract] [Full Text] [Full Article - PDF] pp. 50 - 59

DOI: 10.13189/ujer.2019.071306

How to Teach Kindergarten Teacher Education Students about Play? The Perspective of Academic Pedagogy Teachers

Randi Moe

[Abstract] [Full Text] [Full Article - PDF] pp. 60 - 67

DOI: 10.13189/ujer.2019.071307