• Å undervise om å undervise - Lærerutdanneres kompetanse sett fra deres eget og fra lærerstudenters perspektiv 

      Ulvik, Marit; Smith, Kari (Peer reviewed; Journal article, 2016)
      Artikkelen retter søkelyset mot lærerutdannere, en gruppe som hittil har blitt viet liten oppmerksomhet i forskningslitteraturen. I europeisk sammenheng er det ingen enhetlig forståelse for yrkesgruppen og for hvilke ...
    • «Det handler om å finne sin egen form» Læreres profesjonelle handlingsrom − hvordan det blir forstått og utnyttet 

      Helleve, Ingrid; Ulvik, Marit; Smith, Kari (Peer reviewed; Journal article, 2018)
      The aim of the study is to examine teachers’ understanding and interpretation of their professional space, and how they experience having possibilities to practice their pedagogical beliefs throughout their careers. The ...
    • Expectations to mentoring as support for professional development 

      Helleve, Ingrid; Ulvik, Marit; Roness, Dag (Peer reviewed; Journal article, 2019)
      Mentoring is acknowledged as a means to support professional development for teachers. However, mentoring has multiple meanings and may be practiced as supervision, support or collaborative self-development for new as well ...
    • Extension and remodelling of teachers' perceived professional space 

      Halvorsen, Øyvind Wiik; Eide, Liv; Ulvik, Marit (Peer reviewed; Journal article, 2019)
      This article examines the sociocultural shaping of teacher agency by focusing on how various conditions mediate teachers’ perceived professional space. Agency is understood from a sociocultural perspective as the mediated ...
    • Lærerutdanneres profesjonelle utvikling 

      Ulvik, Marit; Smith, Kari (Peer reviewed; Journal article, 2018)
      Mens læreres profesjonelle utvikling jevnlig har blitt behandlet i forskningslitteraturen, er interessen for lærerutdanneres utvikling av nyere dato. Å være lærerutdanner beskrives som en kompleks rolle der en både skal ...
    • Nye læreres erfaringer med skolen som organisasjon 

      Amdal, Irina Ivashenko; Ulvik, Marit (Peer reviewed; Journal article, 2019-09-15)
      While research on newly qualified teachers often focuses on the performative aspect of teaching, this article investigates novice teachers’ encounter with the school as an organization. Five new teachers were interviewed ...
    • Promoting aesthetical values to education 

      Ulvik, Marit (Journal article; Peer reviewed, 2020)
      With a pressure on schools to meet the requirements of a knowledge-based global economy, human development, critical thinking and imagination seem to be given lower priority. This article argues for including the aesthetic ...
    • School leaders’ views on mentoring and newly qualified teachers’ needs. 

      Sunde, Eva; Ulvik, Marit (Peer reviewed; Journal article, 2014-06)
      School leaders are in a position to make decisions that influence beginning teachers’ first year in school. The leaders’ attitudes to new teachers and mentoring have an impact on such teachers’ professional possibilities. ...
    • Teacher educators reflecting on case-based teaching – a collective self-study 

      Ulvik, Marit; Eide, Helene Marie Kjærgård; Eide, Liv; Helleve, Ingrid; Jensen, Vigdis Stokker; Ludvigsen, Kristine; Roness, Dag; Torjussen, Lars Petter Storm (Journal article; Peer reviewed, 2020)
      The current study is a collective self-study on how we as 15 teacher educators at a university in Norway tried to improve our teaching through working with cases with the aim of better supporting student teachers in making ...
    • Tutors seen through the eyes of mentors assumptions for participation in third space in teacher education 

      Helleve, Ingrid; Ulvik, Marit (Peer reviewed; Journal article, 2019)
      The aim of this Norwegian study is to get a deeper understanding of the assumptions for building third spaces in teacher education. Learning in different contexts may open for development of new knowledge in the third space ...