Performing the pre-formed: Towards a conceptual framework for understanding teaching as curricular transformation

dc.contributor.author	Kvinge, Øystein Røsseland
dc.contributor.author	Espeland, Magne
dc.contributor.author	Smith, Kari
dc.date.accessioned	2018-11-27T08:54:51Z
dc.date.available	2018-11-27T08:54:51Z
dc.date.created	2018-04-19T13:33:41Z
dc.date.issued	2018
dc.identifier.issn	1654-7608
dc.identifier.uri	http://hdl.handle.net/11250/2574969
dc.language.iso	eng
dc.subject	Sosialsemiotikk
dc.subject	Social semiotics
dc.subject	Multimodalitet
dc.subject	Multimodality
dc.title	Performing the pre-formed: Towards a conceptual framework for understanding teaching as curricular transformation
dc.title.alternative	Performing the pre-formed: Towards a conceptual framework for understanding teaching as curricular transformation
dc.type	Peer reviewed
dc.type	Journal article
dc.description.version	publishedVersion
dc.subject.nsi	VDP::Pedagogiske fag: 280
dc.subject.nsi	VDP::Education: 280
dc.source.journal	Designs for Learning
dc.identifier.doi	10.16993/dfl.83
dc.identifier.cristin	1580385
cristin.unitcode	203,1,29,0
cristin.unitcode	203,6,1,0
cristin.unitname	AL-Seksjon for kunst og håndverk - Bergen
cristin.unitname	Avdeling for lærarutdanning og kulturfag - Stord/Haugesund
cristin.ispublished	false
cristin.fulltext	original
cristin.qualitycode	1