Main group 1

• Archer et al., Killing curiosity? An analysis of celebrated identity performances among teachers and students in nine London secondary science classrooms, Part of: Science education, vol. 101, no. 5, 2017, p. 741–764, Du finner texten härCompulsory*
• Folkeryd, Jenny W.; af Geijerstam, Åsa; Liberg, Caroline, Different kinds of wrong: Marginalization processes within a reading test, Part of: Marginalization processes across different settings: going beyond the mainstream, 2017Compulsory*
• Gonsalves, Allison J.; Danielsson, Anna; Pettersson, Helena, Masculinities and experimental practices in physics: The view from three case studies, Part of: Physical Review Physics Education Research, vol. 12, no. 2, 2016Compulsory*
• Liberg, Caroline; Folkeryd, Jenny W.; af Geijerstam, Åsa, Swedish - An updated school subject?, Part of: Education inquiry, vol. 3, no. 4, 2012, p. 471–493Compulsory*
• Lidar, Malena; Almqvist, Jonas; Östman, Leif, A pragmatist approach to meaning making in children's discussions about gravity and the shape of the earth, Part of: Science education, vol. 94, no. 4, 2010, p. 689–709Compulsory*
• Lidar, Malena; Danielsson, Anna; Berge, Maria, What is construed as relevant knowledge in physics teaching?: Similarities and differences in how knowledge and power are staged in three lower secondary classrooms., Part of: Research in science education, 2018Compulsory*
• Shanahan, C; Shanahan, T; Misischia, C., Analysis of Expert Reader in Three Disciplines; History, Mathematics and Chemistry, Part of: Journal of literacy research: JLR., vol. 43, no. 4, 2011, p. 393–429Compulsory*
• Temanummer om didaktisk forskning i Europa, Part of: European educational research journal: EERJ, vol. 6, no. 2, 2007Compulsory*
• Temanummer om trender i didaktisk forskning i Europa, Part of: European educational research journal: EERJ, vol. 17, no. 1, 2018Compulsory*
• Almqvist, Jonas; Hamza, Karim; Olin, Anette, Undersöka och utveckla undervisning: professionell utveckling för lärare, Upplaga 1, Lund, Studentlitteratur, [2017]Compulsory*
• Van Poeck, K.; Östman, L., Political moves: How teachers can open up for and handle poignant experiences of the conflictual aspects of sustainability issues, Part of: Sustainable Development Teaching: Ethical and Political Challenges, Routledge, 2019, p. 162–174, Du finner texten härCompulsory*
• Van Poeck, K.; Östman, L., Sustainability development teaching in view of qualification, socialisation and person-formation, Part of: Sustainable Development Teaching: Ethical and Political Challenges, Routledge, 2019, p. 59–69, Du finner texten härCompulsory*
• Van Poeck, K.; Östman, L.; Öhman, J., Ethical moves: how teachers can open up a space for articulating moral reactions and deliberating on ethical opinions regarding sustainability issues, Part of: Sustainable Development Teaching: Ethical and Political Challenges, Routledge, 2019, p. 153–161, Du finner texten härCompulsory*
• Wahlström, Ninni, Läroplansteori och didaktik, 2. uppl., Malmö, Gleerup Utbildning AB, 2016Compulsory*
• Öhman, J.; Östman, L., Different teaching traditions in environmental and sustainability education, Part of: Sustainable Development Teaching: Ethical and Political Challenges, Routledge, 2019, p. 70–82, Du finner texten härCompulsory*
• Östman, L.; Van Poeck, K.; Öhman, J., A transactional theory on sustainability learning, Part of: Sustainable Development Teaching: Ethical and Political Challenges, Routledge, 2019, p. 127–139, Du finner texten härCompulsory*
• Östman, L.; Van Poeck, K.; Öhman, J., A transactional theory on sustainability teaching: Teacher moves, Part of: Sustainable Development Teaching: Ethical and Political Challenges, Routledge, 2019, p. 140–152, Du finner texten härCompulsory*

* Compulsory