teacher education – Legitimation Code Theory

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...

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

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, 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

Matabane, M. E., Matabane, R. B., Moloi, T. J., & Sibaya, K. T. (2022). The Exploring Factors that Teachers View as Hindering Quality in Teaching and Learning at a TVET College. Research in Educational Policy and Management, 4(1): 51 – 64.

Matabane-M.-E.-Matabane-R.-B.-Moloi-T.-J.-Sibaya-K.-T.-2022.-The-Exploring-Factors-that-Teachers-View-as-Hindering-Quality-in-Teaching-and-Learning-at-a-TVET-CollegeDownload

Hipkiss, A. M. & Windsor, S. (2022). Surfing Semantic Waves: Using Semantic Profiling to Focus on Knowledge in Practicum Lessons. Action in Teacher Education. 1 – 18.

Hipkiss, A. M. & Windsor, S. (2022). Surfing Semantic Waves Using Semantic Profiling to Focus on Knowledge in Practicum LessonsDownload

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.

Elvebakk & Skarstein (2023) Teacher students legitimation of teaching activities in the L1 classroomDownload

Jina Asvat, Z. (2022). Semantic waves and their affordances for teaching scaffolding to pre-service teachers, Reading & Writing, 13(1): a346. https://doi.org/10.4102/rw.v13i1.346

Rusznyak, L. (2022). Using Semantic Pathways to Reveal the” Depth” of Pre-Service Teachers’ Reflections, Education as Change, 26(1): 1–24.

Herrett, M. F. (PhD, 2020) A secure seat at the academic high table? An exploratory study of the field of university-based teacher education for post-compulsory education and training in England: a Legitimation Code Theory analysis, University College London, UK.

Bratland, E., & El Ghami, M. (2021) The Icarus Effect Rephrased: Range of Semantic Gravity and Forms of Knowledge in New Norwegian Teacher Education, Education Research International.

Bratland, E. (2020) Professional knowledge in education: What kind of organizational principle are behind the knowledge practices, and what are the conditions for developing this knowledge?, Polskie Towarzystwo Profesjologiczne, 2: 167–176.

Walton, E. & Rusznyak, L. (2019) Cumulative knowledge–building for inclusive education in initial teacher education, European Journal of Teacher Education, DOI: 10.1080/02619768.2019.1686480

Ruszynak, L. (2018) What messages about teacher professionalism are transmitted through South African pre-service teacher education programmes?, South African Journal of Education, 38 (3), 1–11.

Macnaught, L., Maton, K., Martin, J.R. & Matruglio, E. (2013) Jointly constructing semantic waves: Implications for teacher training, Linguistics and Education, 24(1): 50–63.

Puttick, S. (2017) Student teachers’ positionalities as knowers in school subject departments, British Educational Research Journal, 44(1): 25–42.

Walton, E. (2017) Inclusive education in initial teacher education in South Africa: Practical or professional knowledge?, Journal of Education, 67: 101–128.

Rusznyak, L. (2015) Knowledge selection in initial teacher education programmes and its implications for curricular coherence, Journal of Education, 60: 7–29.