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Dichotomous and multifaceted: Teacher educators’ understanding of professional knowledge in research-based teacher education

dc.contributor.authorJegstad, Kirsti Marie
dc.contributor.authorFiskum, Tove Anita
dc.contributor.authorAspfors, Jessica
dc.contributor.authorEklund, Gunilla
dc.date.accessioned2022-03-23T11:23:18Z
dc.date.available2022-03-23T11:23:18Z
dc.date.created2021-08-18T11:07:53Z
dc.date.issued2021
dc.identifier.citationJegstad, K. M., Fiskum, T. A., Aspfors, J. & Eklund, G. (2021). Dichotomous and multifaceted: Teacher educators’ understanding of professional knowledge in research-based teacher education. Scandinavian Journal of Educational Research. doi:en_US
dc.identifier.issn1470-1170
dc.identifier.urihttps://hdl.handle.net/11250/2987076
dc.language.isoengen_US
dc.publisherRoutledge (Taylor & Francis group)en_US
dc.relation.urihttps://doi.org/10.1080/00313831.2021.1958255
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.titleDichotomous and multifaceted: Teacher educators’ understanding of professional knowledge in research-based teacher educationen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2021 The Author(s)en_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Spesialpedagogikk: 282en_US
dc.source.pagenumber15en_US
dc.source.journalScandinavian Journal of Educational Researchen_US
dc.identifier.doi10.1080/00313831.2021.1958255
dc.identifier.cristin1926896


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