• Case-based teacher education preparing for diagnostic judgement 

      Helleve, Ingrid; Eide, Liv; Ulvik, Marit (Journal article; Peer reviewed, 2021)
      An integrated part of teaching is to face unexpected situations. Teachers have to make immediate decisions, and these decisions may have a great impact on many people. An important question is how teacher education can ...
    • «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 ...
    • Entrance into teaching and need for support – narratives from diverse national and local contexts 

      Ulvik, Marit; Helleve, Ingrid; Smith, Kari (Journal article; Peer reviewed, 2021)
      Denne studien undersøker hvordan en gruppe nye lærere i ulike nasjonale og lokale sammenhenger erfarer inngangen til læreryrket. Studien er basert på narrativer fra nye lærere i Australia, England og Norge. Ved å lytte til ...
    • 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 ...
    • Learning and personal epistemologies among students in three work placement settings 

      Hole, Torstein Nielsen; Velle, Gaute; Helleve, Ingrid; Ulvik, Marit; Sætre, Jon Helge; Brøske, Brit Ågot; Raaheim, Arild (Journal article; Peer reviewed, 2021)
      Recent development in policy and learning theory encourages higher education institutions to send their students out of campus and into work placements. In this paper, we report on students’ engagement with various aspects ...
    • 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 ...
    • Meeting the Black Swan - Teacher educators' use of ICT- pre-, during and eventually post Covid-19 

      Smith, Kari; Ulvik, Marit; Curtis, Elizabeth; Guberman, Ainat; Lippeveld, Lut; Shapiro, Tali; Viswarajan, Sheeba (Journal article; Peer reviewed, 2021)
      In the 2018 International Forum for Teacher Educator Development (InFo-TED) Summer Academy, we, seven teacher educators from Belgium, England, Israel, Norway, and Scotland, became interested in strengthening our ICT ...
    • Negotiating coherence through meeting spaces in practicum 

      Ulvik, Marit; Eide, Liv; Helleve, Ingrid; Kvam, Edel Karin (Journal article; Peer reviewed, 2023)
      Teacher education takes place in two distinct cultures: schools and higher education institutions. The differences between these cultures make interaction between them challenging and often described as disconnected. There ...
    • 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 ...
    • Praksisopplæringens oppfattede og erfarte formål sett fra ulike aktørperspektiv 

      Ulvik, Marit; Eide, Liv; Helleve, Ingrid; Kvam, Edel Karin (Journal article; Peer reviewed, 2021)
      Praksis er en sentral og verdsatt del av lærerutdanningen, men læringsutbyttet blir ofte tatt for gitt og sjelden utfordret. Denne intervjustudien undersøker hvordan praksisopplæringens formål er oppfattet og erfart sett ...
    • Praksisopplæringens oppfattende og erfarte formål sett fra ulike aktørperspektiv 

      Ulvik, Marit; Eide, Liv; Helleve, Ingrid; Kvam, Edel Karin (Journal article; Peer reviewed, 2021)
      Praksis er en sentral og verdsatt del av lærerutdanningen, men læringsutbyttet blir ofte tatt for gitt og sjelden utfordret. Denne intervjustudien undersøker hvordan praksisopplæringens formål er oppfattet og erfart sett ...
    • 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 experiences that make an impression – a study on how to promote bildung and the desire to learn 

      Ulvik, Marit; Kvam, Edel Karin; Eide, Liv (Journal article; Peer reviewed, 2021)
      This qualitative study investigates, through focus groups, how students in upper secondary school in Norway experience schooling. The background for the study is a tension between measurable outcomes and the educational ...
    • 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. ...
    • Student teachers’ online sharing of challenging incidents in practice placement 

      Ulvik, Marit; Jensen, Vigdis Stokker; Eide, Liv (Journal article; Peer reviewed, 2021)
      The present study asks what challenges student teachers meet in today’s school and how they present, respond to, and reflect on these challenges in an online discussion forum. The study explores these questions by analysing ...
    • 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 ...
    • Teacher educators’ professional trajectories: evidence from Ireland, Israel, Norway and the Netherlands 

      Guberman, Ainat; Ulvik, Marit; MacPhail, Ann; Oolbekkink-Marchand, Helma W. (Journal article; Peer reviewed, 2021)
      This study describes higher education-based teacher educators’ professional trajectories, i.e. their professional activities and learning as developed throughout their career. Semi-structured interviews were held with 41 ...
    • 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 ...
    • 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 ...