1.Student teachers’ experiences of academic writing in teacher education– on moving between different disciplines

作　　者：Emma Arneback ;Tomas Englund ;Tone Dyrdal Solbrekke

出　　处：Education Inquiry. 2017 ;8(4):268-283.doi:10.1080/20004508.2017.1389226

出版社：Education Inquiry

文章 ID：205530352

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2.Achieving a professional identity through writing

作　　者：Emma Arneback ;Tomas Englund ;Tone Dyrdal Solbrekke

出　　处：Education Inquiry. 2017 ;8(4):284-298.doi:10.1080/20004508.2017.1380489

出版社：Education Inquiry

文章 ID：205530354

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3.Doing interdisciplinarity in teacher education. Resources for learning through writing in two educational programmes

作　　者：Emma Arneback ;Mona Blåsjö

出　　处：Education Inquiry. 2017 ;8(4):299-317.doi:10.1080/20004508.2017.1383804

出版社：Education Inquiry

文章 ID：205530355

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4.Living the Paradox of Risk: An Approach for Teachers in Democratically Challenging Situations in Education

作　　者：Maria Rosén ;Emma Arneback

出　　处：Papers : Explorations into Children's Literature. 2021 ;28(1):1-11.

出版社：Deakin University and Australasian Children’s Literature Association for Research

文章 ID：263578720

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5.Living the Paradox of Risk: An Approach for Teachers in Democratically Challenging Situations in Education

作　　者：Maria Rosén ;Emma Arneback

出　　处：Paideusis. 2021 ;28(1):1-11.

出版社：Canadian Philosophy of Education Society

文章 ID：263578793

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