Hindhede, A. L. & Højbjerg, K. (2022) Disciplinary knowledge, pedagogy, and assessment in non-university marine engineering education – consequences for student academic success. Teaching in Higher Education. DOI: 10.1080/13562517.2022.2067746
Mtonjeni, T. & Sefelane-Nkhola, P. (2023) “Beyond the immediacy”: Axiological experiences of engineering students during the ‘new normal’. Journal for Language Teaching, 57(1): 25 pages. DOI: 10.56285/jltCol57iss1a5264
Shay, S. & Steyn, D. (2016) Enabling knowledge progression in vocational curricula: Design as a case study, in K. Maton, S. Hood, & S. Shay (Eds.) Knowledge-building: Educational studies in Legitimation Code Theory, Routledge, 138–157.
Stolare, M., Olin-Scheller, C. & Liljeqvist, Y. (2023) Tema: Komparativ ämnesdidaktik: Transformationer som utvecklar kraftfull kunskap. Utbildning & Lärande, 17(2). DOI: 10.58714/ul.vl7i2.15841
Randahl, A., Liljekvist, Y., Jakobsson, M. & Nordgren, K. (2023) Föreställningar om kunskap och lärande i lärares planeringssamtal I matematik och historia. Utbildning & Lärande, 17(2). DOI: 10.58714/ul.vl7i2.15859
Elvebakk, L., & Skarstein, D. (2023). Teacher students’ legitimation of teaching activities in the L1 classroom. L1-Educational Studies in Language and Literature, 23: 1-22. DOI: 10.21248/l1esll.2023.23.1.478
Elvebakk & Skarstein (2023) Teacher students legitimation of teaching activities in the L1 classroomDownload
Duarte, E. G. (2020). Student-Teachers Practicum as the Scenario to Build Cumulative Learning through Semantic Waving Instructional ModelsDownload