• Sosiale medier i fremtidens skole 

  Onarheim, Oda Mathilde (Master thesis, 2024-11-29)

  I dag har sosiale medier blitt en del av samfunnet og måten unge sosialiserer, kommuniserer, og utvikler identiteten sin på. Samtidig tilsier skolens samfunnsoppdrag at skolen skal legge til rette for at elever både utvikler ...

• Opplevd mestringstro og kilder til mestringstro hos YSK/TAF-elever i Norge 

  Skeie, Brigt Roar (Master thesis, 2024-11-29)

  Yrkesfaglig og Studiespesialiserende Kompetanse (YSK) og Tekniske og Allmenne Fag (TAF) er fireårige videregående utdanningsprogrammer i Norge, der elevene veksler mellom skole og arbeidsplass. Det finnes ingen forskning ...

• Development of inclusive practice – the art of balancing emotional support and constructive feedback 

  Øen, Kristian; Krumsvik, Rune Johan; Skaar, Øystein Olav (Journal article; Peer reviewed, 2024-01-17)

  Inclusive education in the context of challenging behavior is one of the most demanding challenges for teachers. Good support systems help teachers become more positive about inclusion and gain greater confidence in realizing ...

• Unmasking the depoliticisation of ICT in digital competence frameworks for educators: a critical discourse study 

  Løvskar, Trude; Lea, Kjersti Elisabet; Gray Jr, Robert Morris (Journal article; Peer reviewed, 2024)

  This study explores digital competence education by looking into how discourse in a typical digital competence framework for educators may or may not promote democracy in the way it features information and communication ...

• A Systematic Rapid Review of Empirical Research on Students’ Use of ChatGPT in Higher Education 

  Dikilitas, Kenan; Klippen, May Irene Furenes; Keles, Serap (Journal article; Peer reviewed, 2024)

  Chat Generative Pre-Trained Transformer (ChatGPT), introduced in November 2022, has evolved into a widely used open-access tool across various domains including higher education. While providing students with opportunities ...

• Layering and institutional change: framework plan revision in Norwegian early childhood education and care 

  Homme, Anne; Ludvigsen, Kari; Danielsen, Hilde (Journal article; Peer reviewed, 2024)

  Central among a range of reforms and policy measures aimed at enhancing the quality and social cohesion of Norwegian early childhood education and care (ECEC) services is the 2017 Framework Plan for Kindergartens. In this ...

• Developing professional digital competence in Norwegian teacher education: a scoping review 

  Norhagen, Sigrun Lindaas; Krumsvik, Rune Johan; Røkenes, Fredrik Mørk (Journal article; Peer reviewed, 2024)

  The widespread use of educational technology in schools compels teachers to seamlessly integrate technology while developing students’ digital competence. As educational technology continually evolves, digital competence ...

• Scholarship of Teaching and Learning (SoTL) und Lehre in der Covid-Pandemie. Perspektiven von SoTL-Scholars 

  Kordts, Robert; Leschke, Jonas (Journal article; Peer reviewed, 2023)

  Die Studie basiert auf Forschung zur rapiden Umstellung auf die Online-Lehre während der COVID-19-Pandemie (Emergency-Remote-Teaching, ERT), dem Konzept des Scholarship of Teaching and Learning (SoTL) sowie einer eigenen ...

• Engaging With The Elusiveness Of Violent Extremism In Norwegian Schools – The Promise And Potential Of Agonistic Listening 

  Sjøen, Martin Meggele (Journal article; Peer reviewed, 2024)

  The issue of violent extremism has given rise to new policy debates in Norway. A key limitation of these debates, often grounded in naïve assumptions about the peacebuilding effect of education, is the downplay of emotions ...

• Live Remote Classroom: A Tool for Coherent Teacher Education 

  Ulvik, Marit; Eide, Liv; Kvam, Edel Karin; Roness, Dag (Journal article; Peer reviewed, 2023)

  Teacher education has been criticised for a lack of coherence and for not preparing student teachers for teaching. To prepare student teachers for practicum and create connections between theory and practice and between ...

• Newly qualified secondary school teachers’ perspectives on workplace learning 

  Ulvik, Marit; Eide, Liv; Kvam, Edel Karin (Journal article; Peer reviewed, 2023)

  There is a gap between knowledge needed at work and knowledge and skills developed through formal education. Certain aspects can only be learned within the actual workplace. This article focuses on workplace learning for ...

• Fra internasjonal konkurranse til interkulturell kompetanse. Betraktninger rundt praksismobilitet som internasjonaliseringsstrategi i norsk lærerutdanning 

  Sjøen, Martin Meggele (Journal article; Peer reviewed, 2023)

  This study explores international practicums in Norwegian teacher education. The study is based on a qualitative survey of teacher education institutions in combination with discourse analysis of the white paper on the ...

• Facilitating academic and social integration among first-year university students: is peer mentoring necessary or an additive measure? 

  Pavlovic, Zeljana; Jeno, Lucas Matias (Journal article; Peer reviewed, 2024)

  Peer mentoring has shown beneficial effects in facilitating academic and social integration among first-year students in higher education. Previous research is, however, limited by the exclusion of a comparison group, to ...

• Taking the “terror” out of “terrorism”: The promise and potential of fear reducing education 

  Sjøen, Martin Meggele (Journal article; Peer reviewed, 2023)

  Purpose: The purpose of this study is to explore how education can help students develop democratic resilience as a bulwark against terror-induced fear, securitization, and possibly even extremism itself. Approach: This ...

• Newly qualified teachers’ experiences of support in a micro-political perspective 

  Kvam, Edel Karin; Ulvik, Marit; Eide, Liv (Journal article; Peer reviewed, 2024)

  The induction period is a frequently discussed element in a teacher’s career. While there is a recognised need for support during induction, the access to support is not available to all newly qualified teachers (NQTs). ...

• Signifiers of Bildung, the Curriculum and the Democratisation of Public Education 

  Bergheim, Pedro Vincent Dias (Journal article; Peer reviewed, 2024)

  This article argues that curriculum work can benefit from signifiers of Bildung to promote democracy in public education. The argument is built on the premise that cultural and intellectual traditions that value Bildung ...

• Sosial og faglig inkludering for elever med ADHD 

  Froestad, Elisabeth (Master thesis, 2024-05-31)

• Research approaches in master-based teacher education preparing student teachers for professional work 

  Antonsen, Yngve; Toom, Auli; Ulvik, Marit; Drageset, Ove Gunnar; Olsen, Knut Rune; Hjardemaal, Finn Rudolf; Sæther, Kari-Anne (Journal article; Peer reviewed, 2024-07-10)

  Student teachers have been found to be critical toward the research approaches they learned from their master's-based teacher education programmes. Our aim is to discuss how certain research approaches learnt during a ...

• Student teachers’ perceptions of flipped classroom in EFL teacher education 

  Han, Han; Røkenes, Fredrik Mørk; Krumsvik, Rune Johan (Journal article; Peer reviewed, 2024)

  This paper aims to provide evidence on student teachers’ perceptions of Flipped Classroom (FC) to help teacher educators (TEs) to make informed decisions about implementing FC and support student teachers to reflect on the ...

• Introduksjon 

  Homme, Anne Dåsvatn; Danielsen, Hilde; Ludvigsen, Kari (Chapter, 2023)

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