FUGLSETH, K. Direct and indirect relevant knowledge: Strategies for handling diversity and unity in teacher education . McGill Journal of Education / Revue des sciences de l’éducation de McGill, Montreal, QC, v. 60, n. 1, p. 155–171, 2026. DOI: 10.26443/mje/rsem.v60i1.10347. Disponível em: https://mje.mcgill.ca/article/view/10347. Acesso em: 13 jul. 2026.