1.Towards a deliberative curriculum?

作　　者：Tomas Englund

出　　处：Nordic Journal of Studies in Educational Policy. 2015 ;2015(1).

出版社：Co-Action Publishing

文章 ID：100703516

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2.Om relevansen av begreppet didaktik

作　　者：Tomas Englund

出　　处：Acta Didactica Norge. 2007 ;1(1).

出版社：Universitetet i Oslo

文章 ID：46396013

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3.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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4.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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5.Certification of teachers: Tensions in a new signature reform

作　　者：Tone Dyrdal Solbrekke ;Tomas Englund

出　　处：Professions & Professionalism. 2014 ;4(2):1-13.doi:10.7577/pp.668

出版社：Oslo and Akershus University College of Applied Sciences

文章 ID：254946682

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6.Toward a deliberative curriculum? ^† † Updated, thoroughly revised, and extended article presented at the Fifth Nordic Curriculum Theory Conference on ‘Curriculum and/or didactics’ – a discussion revisited: towards a transnational curriculum theory? in Uppsala, Sweden, October 2013. Built on a short paper originally presented at the Curriculum Theory Research Network of the NERA Congress in March 2010 in Malmö, Sweden, with the title ‘Formation of school subjects as curriculum content: patterns and structures’. View all notes

作　　者：Tomas Englund

出　　处：Nordic Journal of Studies in Educational Policy. 2015 ;2015(1):26558.doi:10.3402/nstep.v1.26558

出版社：Co-Action Publishing

文章 ID：218635186

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