Publikationer fra medlemmer af forskningsprogrammet

Sortér efter: Dato | Forfatter | Titel

Wiberg, M. (2016). The normative aspect of learning. I A. Qvortrup, M. Wiberg, G. Christensen & M. Hansbøl (red.), On the definition of learning (s. 59-73). Syddansk Universitetsforlag. http://www.sdu.dk/en/om_sdu/institutter_centre/ikv/forskning/forskningsprojekter/on+the+definition+of+learning/publikationer

Andresen, B. B. (2017). The missing link between student capabilities and motivation: Perceived self-efficacy. GSTF Journal on Education (JED), 4(2), 1-5. http://dl6.globalstf.org/index.php/jed/article/download/1791/1830

Petersen, K. B. & Carlsen, B. B. (2014). The international claim in teacher education in Denmark: discourses, discussions and dilemmas. I P.-M. Rabensteiner & E. Rabensteiner (red.), Education (1. udg., s. 122-138). Schneider Verlag Hohengehren.

Wiberg, M. (2009). The Influence of tolerance on the Learning Processes in Project Group Work: Tolerance, Learning rights and participation. http://www.fss.uu.nl/ame2009/maps/AME2009program.pdf

Rasmussen, J. (2001). The importance of communication in teaching: A systems-theoretical approach to the scaffolding metaphor. Journal of Curriculum Studies, 33(5).

Christensen, J. H., Stovgaard, M. & Wistoft, K. (2022). The effectiveness of taste as a catalyst for learning in primary school. International Journal on New Trends in Education and Their Implications, 13(1), 154-167. http://www.ijonte.org/FileUpload/ks63207/File/the_effectiveness_of_taste_as_a_catalyst_for_learning_in_primary_school.pdf

Tondeur, J., Howard, S., Carvalho, A. A., Kral, M., Petko, D., Ganesh, L. T., Røkenes, F. M., Starkey, L., Bower, M., Redmond, P. & Andresen, B. B. (2024). The DTALE Model: Designing Digital and Physical Spaces for Integrated Learning Environments. Technology, Knowledge and Learning, 29(4), 1767-1789. https://doi.org/10.1007/s10758-024-09784-9

Wiberg, M. (2007). The Dimension of Seriousness in Moral Education.

Knudsen, L. E. D. (2016). The didactisation and poetization in the collaboration between schools and external agents. Abstract fra NERA 2016, Helsinki, Finland.

Bundsgaard, J., Steffensen, S., Fill, A. (red.), Penz, H. (red.) & Trampe, W. (red.) (2002). The Dialectics of Ecological Morphology. I Colourful Green Ideas: Papers from the Conference 30 Years of Language and Ecology (Graz, 2000) and the Symposium Sprache und Okologie (Passau, 2001) (1. udg., s. 435-448). Peter Lang. http://www.jeppe.bundsgaard.net/artikler/sprog/dialecticalecomorph.php

Laursen, P. F. (2003). The development of the knowledge of teaching. I Professional development and educational change: What does it mean to be professional in education (1. udg.). Danmarks Pædagogiske Universitetsforlag.

Wieser, C. (2022). The Development of Pedagogical Competence in Tacit Knowing: Towards a Polanyian Framework for the Empirical Analysis of Competence Development. Tradition and Discovery, 48(2), 22-35. https://doi.org/10.5840/traddisc202248210

Laursen, P. F. (2005). The Authentic Teacher. I Teacher Professional Development in Changing Conditions Springer.

Petersen, K. B. (2014). The Anholt Project – Part II - 2013 - BOOK: informal and intercultural learning among young Europeans. uvi2's Forlag - Forlaget Vistoft Mølle. https://informalisnormal.files.wordpress.com/2014/10/k-anholt-ii-bog.pdf

Andresen, B. B. (2020). The Agency of Teachers in the 21st Century - Design and Certification of Vocational E-Learning. I T. Brinda, D. Passey & T. Keane (red.), Empowering Teaching for Digital Equity and Agency - IFIP TC 3 Open Conference on Computers in Education, OCCE 2020, Proceedings (s. 84-93). Springer. https://doi.org/10.1007/978-3-030-59847-1_10

Andresen, B. B. (2017). The acquisition of literacy skills in 1:1 classrooms: the Danish case. Education and Information Technologies, 22(2), 533-550. https://doi.org/10.1007/s10639-016-9488-7

Andresen, B. B. (2015). The 1:1 classroom: for what purpose? I A. Brodnik & C. Lewin (red.), A New Culture of Learning: Computing and next Generations: Proceedings IFIP TC3 Working Conference (s. 32-41). Vilnius University Press.

Rasmussen, J. (2004). Textual interpretation and complexity - radical hermeneutics: Rasmussen, J. (2004). . , Nordisk Pedagogik, 24(3).

Rasmussen, J. (2002). Textual Interpretation and Complexity: Radical Hermenutics.

Bundsgaard, J. (2018). Test og måling i fagene. I T. Spanget Christensen, N. Elf, P. Hobel, A. Qvortrup & S. Troelsen (red.), Didaktik i udvikling (s. 312-329). Klim.

Knudsen, L. E. D. & Haastrup, L. (2016). Teori og praksis i refleksiv praksislæring. Cepra-Striben, 2016(20), 88-95. https://journals.ucn.dk/index.php/cepra/article/view/200

Rasmussen, J. & Thingholm, H. B. (2010). Teori og praksis i læreruddannelsen: en udredning. I P. Jensen, A. Rasch-Christensen & H. J. Stougaard (red.), Ekspert i Undervisning: en antologi om et forskningsbaseret udviklingsarbejde af forholdet mellem uddannelse og profession (s. 30-52). Unge Pædagoger.

Laursen, P. F., Braad, K. B., Henningsen, C., Nielsen, B. & Paulsen, J. (2006). Teori og praksis i læreruddannelsen: En interviewundersøgelse. Forlaget CVU København Nordsjælland.

Knudsen, L. E. D. (2012). Teori og praksis i læreruddannelsen: kundskabsformer, kultur og kropslighed (1. udg.). Institut for Uddannelse og Pædagogik, Aarhus Universitet.

Knudsen, L. E. D. (2014). Teori og praksis er en kulturel problematik: en case fra læreruddannelsen. Dansk pædagogisk tidsskrift, 2014(2), 83-92. http://www.dpt.dk/tidligere-udgivelser-2/2014-2/nr-2-2014

Knudsen, L. E. D. (2019). Teori- og praksisdidaktik – at arbejde med teori og praksis i din undervisning. EMU Danmarks Undervisningsportal.

Haastrup, L. & Knudsen, L. E. D. (2015). Teori- og praksisdidaktik. (1. udg.) Forlaget Unge Pædagoger. Unge Pædagogers serie B Nr. 116Didaktik - Refleksion - Praksis

Laursen, P. F. (2011). Teori og praksis. I H. J. Kristensen & P. F. Laursen (red.), Gyldendals pædagogikhåndbog: otte tilgange til pædagogik (s. 568-585). Gyldendal.

Wiberg, M. (2023). Teoretisk Pædagogik. Det gode børneliv, 2023(2), 10-13. https://danskedaginstitutioner.dk/services-2/

Wiberg, M. (2022). Teoretisk pædagogik: et laboratorium for forventninger og håb. Hans Reitzels Forlag.

Kabel, K., Berthelsen, U. D., Bremholm, J. & Bundsgaard, J. (2021). Teoretisk arbejdspapir. Analysemodel til scoring af elevtekster: Udarbejdet marts 2019. (s. 1-30). https://projekter.au.dk/fileadmin/projekter/ATEL/Ebog_-_Analysemodel_til_scoring_af_elevtekster.pdf

Caeli, E. N. & Bundsgaard, J. (2020). Teknologikritik i skolen: et demokratisk perspektiv på teknologiforståelse. I C. Haas & C. Matthiesen (red.), Fagdidaktik og demokrati (s. 307-330). Samfundslitteratur.

Sattrup, L. & Knudsen, L. E. D. (2024). Teaching with tolerance: Students’ surprisingly positive participation in an out-of-school learning environment. I L. E. D. Knudsen, M. Wiberg, K. B. Petersen & L. Haastrup (red.), Teacher Ethics and Teaching Quality in Scandinavian Schools: New Reflections, Future Challenges, and Global Impacts (s. 186-201). Routledge. https://doi.org/10.4324/9781003407775-16

Stovgaard, M. (2021). Teaching Sensory Science: The Effectiveness of a Teaching Programme for Culinary Professionals. Abstract fra The Eleventh International Conference on Food Studies.

Laursen, P. F. & Larsen, S. (2014). Teaching labs: bridging the theory-practice gap. Global Education Review, 2(5), 1-14. http://www.lbrpublishing.com/html/20140809185150734.html

Laursen, P. F. (2015). Teaching lab & praksistilknytning. Unge Pædagoger, 76(2), 20-29.

Wieser, C. (2019). Teaching expertise in higher education: A case study on the development of teaching expertise at a public research-intense university. Afhandling præsenteret på Rethinking Educational Ethnography Conference, Graz, Østrig.

Wieser, C. (2020). Teaching expertise in higher education: constructive alignment and how an experienced university teacher maintained constructive alignment in practice. I C. Wieser & A. Pilch Ortega (red.), Ethnography in higher education (s. 33-52). Springer.

Wieser, C. (2016). Teaching and personal educational knowledge–conceptual considerations for research on knowledge transformation. European Journal of Teacher Education, 39(5), 588-601. https://doi.org/10.1080/02619768.2016.1253673

Plauborg, H. (2022). Teachers who stay in the profession. Afhandling præsenteret på European Educational Research Association - ECER 2022, Yerevan, Armenien.

Laursen, P. F. & Nielsen, A. M. (2016). Teachers' relational competencies: the contribution from teacher education. Solsko Polje, 27(1-2), 139-161.

Bayer, M., Rolls, S., Plauborg, H. & Brinkkjær, U. (red.) (2009). Teachers' career trajectories and work lives. Springer Science+Business Media. Professional Learning and Development in Schools and Higher Education 3

Kristensen, R. M. (2017). Teachers and teacher personality: secondary growth curve analyses of effects of teachers’ personality traits and education on students’ behaviour and self-esteem. DPU, Aarhus Universitet.

Petersen, K. B., Taylor, L. & Woloshyn, V. (2016). Teacher reflexions and student learning: about JISTE 20.2. Journal of the International Society for Teacher Education, 20(2), 6-8.

Petersen, K. B., Taylor, L. & Woloshyn, V. (red.) (2016). Teacher reflections and student learning. International Society for Teacher Education. Journal of the International Society for Teacher Education Bind 20 Nr. 2

Wieser, C. (2024). Teacher qualities that make teachers stay in the profession: Addressing teacher shortage in Nordic countries with ethics of care. I L. E. Damgaard Knudsen, K. Bjerg Petersen, M. Wiberg, H. Plauborg & L. Haastrup (red.), Teacher Ethics and Teaching Quality in Scandinavian Schools New Reflections, Future Challenges, and Global Impacts (s. 51-65). Routledge. https://doi.org/10.4324/9781003407775-5

Rasmussen, J. (2014). Teacher expertise: how to improve the relationship between theory and practice in teacher education. Abstract fra WERA-IRN Teacher Education Symposium 2013, Singapore, Singapore.

Knudsen, L. E. D., Wiberg, M., Petersen, K. B. & Haastrup, L. (red.) (2024). Teacher Ethics and Teaching Quality in Scandinavian Schools: New Reflections, Future Challenges, and Global Impacts. Routledge. https://doi.org/10.4324/9781003407775

Rasmussen, J. (2012). Teacher education policy in Scandinavia as challenged by the knowledge society and global competition: How tradition blocks development. I O.-S. Tan (red.), Teacher Education Frontiers : International Perspectives on Policy and Practice for Building New Teacher Competencies (s. 193-210). Gale.

Petersen, K. B. & Saunders, P. J. (red.) (2014). Teacher education - meeting the needs of the new generation: 33rd Annual Seminar of International Society for Teacher Education. Journal of the International Society for Teacher Education, 18(1), 1-134.

Viser resultater 151 til 200 ud af 1540

Forrige

Næste

Revideret 03.03.2023

Knud Holt Nielsen