Rusznyak, L., & Österling, L. (2024). What matters for competent teaching? A multinational comparison of teaching practicum assessment rubrics. Teaching and Teacher Education, 151, 104745. DOI: 10.1016/j.tate.2024.104745

Rusznyak, L., & Österling, L. (2024). What matters for competent teaching? A multinational comparison of teaching practicum assessment rubrics. Teaching and Teacher Education, 151, 104745. DOI: 10.1016/j.tate.2024.104745 Rusznyak, L., & Österling, L. (2024). What matters for competent teaching A multinational comparison of teaching practicum assessment rubrics. Teaching and Teacher...

Hindhede, A.L. & Højbjerg, K. (2024) Disciplinary knowledge, pedagogy, and assessment in non-university marine engineering education – consequences for student academic success. Teaching in Higher Education, 29(6): 1521-1536. DOI: 10.1080/13562517.2022.2067746

Hindhede, A.L. & Højbjerg, K. (2024) Disciplinary knowledge, pedagogy, and assessment in non-university marine engineering education – consequences for student academic success. Teaching in Higher Education, 29(6): 1521-1536. DOI: 10.1080/13562517.2022.2067746 Hindhede, A.L. & Højbjerg, K. (2024) Disciplinary knowledge, pedagogy, and assessment in non-university marine engineering...

Llinares, A., Morton, T. & Whittaker, R. (2024) Fostering language awareness for integration through teacher-researcher collaboration in a Spanish bilingual education context. Language Awareness: 22 pages. DOI: 10.1080/09658416.2024.2385766

Llinares, A., Morton, T. & Whittaker, R. (2024) Fostering language awareness for integration through teacher-researcher collaboration in a Spanish bilingual education context. Language Awareness: 22 pages. DOI: 10.1080/09658416.2024.2385766 Llinares, A., Morton, T. & Whittaker, R. (2024) Fostering language awareness for integration through teacher-researcher collaboration. Language...

Moore, M. (2024) What counts as legitimate college writing? An exploration of knowledge structures in written feedback. Journal of Response to Writing, 10(1): 33 pages.

Moore, M. (2024) What counts as legitimate college writing? An exploration of knowledge structures in written feedback. Journal of Response to Writing, 10(1): 33 pages.Moore, M. (2024) What counts as legitimate college writing An exploration of knowledge structures in written feedback. Journal of Response to Writing, 10(1) 33 pages.

Kasztalska, A. & Maune, M. (2024). “What authority do I have?”: Analysing Legitimation Codes of English composition ITAs, in M. Tseptsura & T. Ruecker (Eds.), Nonnative English-Speaking Teachers of U.S. College Composition: Exploring Identities and Negotiating Difference, The WAC Clearinghouse, 97-114. DOI: 10.37514/INT-B.2024.2142.2.06

 Kasztalska, A. & Maune, M. (2024). “What authority do I have?”: Analysing Legitimation Codes of English composition ITAs, in M. Tseptsura  & T. Ruecker (Eds.), Nonnative English-Speaking Teachers of U.S. College Composition: Exploring Identities and Negotiating Difference, The WAC Clearinghouse, 97-114. DOI: 10.37514/INT-B.2024.2142.2.06 Kasztalska, A. & Maune, M. (2024). What...

Wilmot, K. (2024) Structured doctoral programmes for developing the scholar and the scholarship: Lessons from practice. CriSTaL, 12(1): 21 pages. DOI: 10.14426/cristal.v12i1.2093

Wilmot, K. (2024) Structured doctoral programmes for developing the scholar and the scholarship: Lessons from practice. CriSTaL, 12(1): 21 pages. DOI: 10.14426/cristal.v12i1.2093 Wilmot, K. (2024) Structured doctoral programmes for developing the scholar and the scholarship Lessons from practice. CriSTaL, 12(1) 21 pages.

Caroll, C. & Harris, J. (2023) ‘Because I’m not musical’: A critical case study of music education training for pre-service generalist primary teachers in Australia. British Journal of Music Education, 40: 271-286. DOI: 10.1017/S0265051722000274

Caroll, C. & Harris, J. (2023) ‘Because I’m not musical’: A critical case study of music education training for pre-service generalist primary teachers in Australia. British Journal of Music Education, 40: 271-286. DOI: 10.1017/S0265051722000274

Tang, B. (2020) The Specialization codes and the Semantic resources for the formation of coding orientations, in L. T. Lai, M. Yan & G. Wang (eds.), Educational Linguistics Studies (Second Volume), East China Normal University Press, 80-98.

Tang, B. (2020) The Specialization codes and the Semantic resources for the formation of coding orientations, in L. T. Lai, M. Yan & G. Wang (eds.), Educational Linguistics Studies (Second Volume), East China Normal University Press, 80-98.

Luckett, K. (2022) Building a ‘decolonial knower’: Contestations in the humanities, in M. N. Hlatshwayo, H. Adendorff, M. A. L. Blackie, A. Fataar & P. Maluleka (Eds.) Decolonising Knowledge and Knowers, Routledge, 27–46. DOI: 10.4324/9781003106968-3

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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

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

Martin, J. L. & Walsh Marr, J. (2024) Framing the looking glass: Reflecting constellations of listening for inclusion, in N. Tilakaratna & E. Szenes (Eds.), Demystifying Critical Reflection: Improving Pedagogy and Practice with Legitimation Code Theory, Routledge, 189-206. DOI: 10.4324/9781003177210-13

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Aris, S. (2024) Critical reflection and critical social work: Describing disciplinary values and knowledge, in N. Tilakaratna & E. Szenes (Eds.), Demystifying Critical Reflection: Improving Pedagogy and Practice with Legitimation Code Theory, Routledge, 65-81. DOI: 10.4324/9781003177210-5

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Tilakaratna, N. & Szenes, E. (2024) Seeing knowledge and knowers in critical reflection: Legitimation Code Theory, in N. Tilakaratna & E. Szenes (Eds.), Demystifying Critical Reflection: Improving Pedagogy and Practice with Legitimation Code Theory, Routledge, 1-17. DOI: 10.4324/9781003177210-1

Tilakaratna, N. & Szenes, E. (2024) Seeing knowledge and knowers in critical reflection: Legitimation Code Theory, in N. Tilakaratna & E. Szenes (Eds.), Demystifying Critical Reflection: Improving Pedagogy and Practice with Legitimation Code Theory, Routledge, 1-17. DOI: 10.4324/9781003177210-1

Kasztalska, A. & Maune, M. (2024) “What authority I have?”: Analyzing legitimation codes of English composition ITAs, in M. Tseptsura & T. Ruecker (Eds.), Nonnative English-speaking Teachers of U.S. College Composition: Exploring Identities and Negotiating Indifference, University Press of Colorado, 97-114. DOI: 10.37514/INT-B.2024.2142.1.3

Kasztalska, A. & Maune, M. (2024) “What authority I have?”: Analyzing legitimation codes of English composition ITAs, in M. Tseptsura & T. Ruecker (Eds.), Nonnative English-speaking Teachers of U.S. College Composition: Exploring Identities and Negotiating Indifference, University Press of Colorado, 97-114. DOI: 10.37514/INT-B.2024.2142.1.3

Dai, F. & Liu, C. (2023) The Specialization and Semantics interpretation of Teacher talk of civil engineering English MOOC in China: The Legitimation Code Theory perspective. Journal of Languages and Language Teaching, 11(3): 405-418. DOI: 10.33394/jollt.v%vi%i.7974

Dai, F. & Liu, C. (2023) The Specialization and Semantics interpretation of Teacher talk of civil engineering English MOOC in China: The Legitimation Code Theory perspective. Journal of Languages and Language Teaching, 11(3): 405-418. DOI: 10.33394/jollt.v%vi%i.7974

Blackie, M. A. L. & Adendorff, H. (2022) A decolonial science education: How do we move forward? in M. N. Hlatshwayo, H. Adendorff, M. A. L. Blackie, A. Fataar & P. Maluleka (Eds.) Decolonising Knowledge and Knowers, Routledge, 103–120. DOI: 10.4324/9781003106968-7

Blackie, M. A. L. & Adendorff, H. (2022) A decolonial science education: How do we move forward? in M. N. Hlatshwayo, H. Adendorff, M. A. L. Blackie, A. Fataar & P. Maluleka (Eds.) Decolonising Knowledge and Knowers, Routledge, 103–120. DOI: 10.4324/9781003106968-7

Adendorff, H. & Blackie, M. A. L. (2022) Decolonization and science education: What is at stake? in M. N. Hlatshwayo, H. Adendorff, M. A. L. Blackie, A. Fataar & P. Maluleka (Eds.) Decolonising Knowledge and Knowers, Routledge, 83–102. DOI: 10.4324/9781003106968-6

Adendorff, H. & Blackie, M. A. L. (2022) Decolonization and science education: What is at stake? in M. N. Hlatshwayo, H. Adendorff, M. A. L. Blackie, A. Fataar & P. Maluleka (Eds.) Decolonising Knowledge and Knowers, Routledge, 83–102. DOI: 10.4324/9781003106968-6

Landqvist, M. & Blåsjö, M. (2024) Collaboration, reinvented tools and specialist knowledge: Communication professionals’ experiences of global health crisis management. Discourse & Communication, 1-21. DOI: 10.1177/17504813241227590

Landqvist, M. & Blåsjö, M. (2024) Collaboration, reinvented tools and specialist knowledge: Communication professionals’ experiences of global health crisis management. Discourse & Communication, 1-21. DOI: 10.1177/17504813241227590

Kabel, K. (2021) Year 8 students’ interpretations of short stories in the Danish L1 literature classroom: Distinct ways of writing and knowing. L1-Educational Studies in Language and Literature, 21: 1-27. DOI: 10.17239/L1ESLL-2021.21.02.19

Kabel, K. (2021) Year 8 students’ interpretations of short stories in the Danish L1 literature classroom: Distinct ways of writing and knowing. L1-Educational Studies in Language and Literature, 21: 1-27. DOI: 10.17239/L1ESLL-2021.21.02.19

Hatisaru, V., Seen, A. & Fraser, S. (2022) Regarding STEM: Perceptions of academics revealed in their drawings and text. In N. Fitzallen, C. Murphy, V. Hatisaru & N. Maher (Eds.), Mathematical Confluences and Journeys (Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia, July 3-7): pp. 258-265. Launceston: MERGA.

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Preciado Lloyd, P. N., Amador, L. M. G. & Diaz Loyo, A. C. (2022) Las reglas del juego de la denuncia por acoso sexual: Alineación de puntos de vista en la implantación de políticas públicas. In O. V. Guzman, M. M. Carillo Huerta & S. F. Gonzalez (Eds.), Retos en la Coyuntura por COVID-19 y la Emergencia Climatica. Montiel & Soriano Editores.

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Wolmarans, N. (2021) The relationship between specialized disciplinary knowledge and its application in the world: A case study in engineering design. In K. Maton, J.L. Martin & Y.J. Doran (Eds.), Teaching Science: Knowledge, Language, Pedagogy. Oxon: Routledge.

Wolmarans, N. (2021) The relationship between specialized disciplinary knowledge and its application in the world: A case study in engineering design. In K. Maton, J.L. Martin & Y.J. Doran (Eds.), Teaching Science: Knowledge, Language, Pedagogy. Oxon: Routledge.