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Castro, G. G., & Ortega, F. J. R. (2023). Argumentación clínica y multimodalidad: un aporte a la didáctica de las ciencias de la salud, in Universidad Tecnológica de Pereira, 43 pages DOI: 10.22517/9789587228687. Castro, G. G., & Ortega, F. J. R. (2023). Argumentación clínica y multimodalidad un aporte a la didáctica de las ciencias de la salud, in Universidad Tecnológica de...

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

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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...

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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.

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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

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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

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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

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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

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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

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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.

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