• Frigjøring eller umyndiggjøring: Et kritisk perspektiv på læreplanens konsept om demokratisk deltakelse i skolen 

  Elmies-Vestergren, Alexander (Peer reviewed; Journal article, 2025)

  Denne artikkelen er en kritisk undersøkelse av ideen om demokratisk deltakelse i skolen, slik den formuleres i overordnet del til læreplanverket Kunnskapsløftet 2020 (LK20). Gjennom en tolkning av Klafki og Arendt etablerer ...

• Exposing Potential to Sustainable Future: Pre-service Teachers with an Immigrant Background in Norway 

  Amdal, Irina Ivashenko; Hanssen, Natallia Bahdanovich (Chapter, 2025)

  Many countries, including Norway, adhere to the global education priority defined by the United Nations (UN) Sustainable Development Goal (SDG) 4: to guarantee inclusive and equitable education for all, irrespective of ...

• A Collaborative Online International Learning (COIL) Experience in Early Childhood Teacher Education 

  Spieler, Kristin Severinsen; Engtrø, Randi; Pedersen, Lovise Lohne; Olsen, Anne Karin Vikstøl (Peer reviewed; Journal article, 2025)

  This study explores the use of Collaborative Online International Learning (COIL) as a pedagogical method to enhance intercultural competence among Early Childhood Teacher Education (ECTE) students, with an emphasis on ...

• The goal of research-based learning in teacher education: Norwegian and Finnish teacher educators’ perspectives 

  Fiskum, Tove Anita; Jegstad, Kirsti Marie; Aspfors, Jessica; Eklund, Gunilla Brita Maria (Peer reviewed; Journal article, 2025)

  Within research-based teacher education, there is still a lack of common understanding and consensus regarding what research-based learning means and how it should be organised. In this study, the aim was to explore how ...

• Neuroscience and emotional labour of teachers in a Norwegian kindergarten: filling the ‘holes’ in children’s brains 

  Steen-Johnsen, Tale; Skreland, Lisbeth Ljosdal (Peer reviewed; Journal article, 2025)

  This article uses the theoretical lens of emotional labour to show how the trauma-informed care (TIC) approach has become a dominant discourse which influences ways of reasoning and interacting in a Norwegian kindergarten. ...

• Digital teknologi i kunst-og håndverks-undervisning–en lærerrolle i kontinuerlig endring 

  Elmies-Vestergren, Anne (Peer reviewed; Journal article, 2024)

  I 2017 ble det utarbeidet et rammeverk for lærerens profesjonsfaglig digitale kompetanse (PfDK) for å skape en felles forståelse av hva som ble forventet av lærere i digitale omgivelser og for å øke lærerens digitale ...

• Samskaping av kunnskap og kompetanse. Et tverrfaglig bidrag til regional kompetanseutvikling i barnehagen, skolen og UH-sektoren 

  Midtsundstad, Jorunn H. (Book, 2024)

  I 2021 ble tilskuddsordning for lokal kompetanseutvikling i barnehage og grunnopplæringen innført. Ordningen skal styrke den kollektive kompetansen i barnehager og skoler ut fra lokale behov gjennom partnerskap med universitet ...

• The special education profession in four Nordic countries in light of evolving policies on inclusion and special needs education 

  Cameron, David Lansing; Herlofsen, Camilla; Jensen, Charlotte Riis; Lindqvist, Gunilla; Molbæk, Mette; Ström, Kristina; Sundqvist, Christel (Peer reviewed; Journal article, 2024)

  The purpose of this study was to explore the role of special education professionals in Denmark, Finland, Norway, and Sweden in light of educational policies and reforms. The study places emphasis on (a) the policy context ...

• Student Teachers’ Transfer of Knowledge to the School Community 

  Henriksson, John; Eklund, Gunilla Brita Maria; Aspfors, Jessica Marianne (Journal article; Peer reviewed, 2024)

  Previous studies have revealed some ambiguity regarding the role of research in teacher education and teachers’ use of research in their profession. In view of this, a research project was started in 2019 with the aim of ...

• Coherence – The What, the Why, and the How 

  Canrinus, Esther Tamara (Chapter, 2024)

  In this chapter, what is understood as coherence and how this construct is conceptualized in this book is discussed. First, different facets of the disco ball called coherence are presented as well as supplemented with new ...

• Faglig påfyll, eller felles undring og samskaping 

  Hansen, Arve (Chapter, 2024)

  Utdanningssektoren må utforske nye roller og former for samarbeid. Kan samskaping og undring tilføre nye perspektiver i lærende nettverk? En praksisfortellings metodiske analyse belyser implikasjoner og muligheter i ...

• Under the table: Using video(de)creation to imagine gestures of political Child 

  Menning, Soern Finn (Journal article; Peer reviewed, 2024)

  Centred around a one-minute short film of an everyday activity in a Norwegian early childhood education institution, this article will explore how thinking with video offers the ability to deconstruct and re-imagine ...

• Masteroppgaver innen forskningsbasert lærerutdanning i naturfag: Studenters og lærerutdanneres perspektiver 

  Aksland, Charlotte; Mestad, Idar; Jegstad, Kirsti Marie; Eklund, Gunilla Brita Maria (Chapter, 2024)

  I denne studien undersøker vi naturfaglærerstudenters og naturfaglærerutdanneres syn på betydningen av masteroppgaven i forskningsbasert grunnskolelærerutdanning. Datamaterialet består av refleksjonsnotater fra studenter ...

• Boundary objects as a starting point for reflective learning in vocational education and training classrooms 

  Øgård, Monika (Peer reviewed; Journal article, 2024)

  This article examines the use of thematic assignments developed by vocational education and training (VET) teachers in Norway that focus on students’ work practices. In the Norwegian VET system, students attend two years ...

• Children’s participation when transitioning between early childhood education and care settings: potentials for readjusting institutional logics 

  Binfield-Skøie, Tina; Menning, Soern Finn (Peer reviewed; Journal article, 2024)

  Through exploring children’s transitions within Norwegian early childhood education and care (ECEC) institutions, this article highlights an interconnectedness of children’s knowledge of institutional logics and children’s ...

• Hvilke kompetanser tilfører førstelektorer og dosenter akademia? 

  Dalehefte, Inger Marie; Ask, Anne Merete Selvik; Bachke, Carl Christian (Journal article; Peer reviewed, 2024)

  Universiteter og høgskoler (UH) i Norge har to faglige karriereveier: Den tradisjonelle professorstigen og den særnorske dosentstigen. Selv om karriereløpene i prinsippet er likeverdige, så er professorveien langt bedre ...

• The relationship between sleep duration and physical activity level among Norwegian adolescents: a cross-sectional study 

  Grasaas, Erik; Hysing, Mari; Sandbakk, Øyvind Bucher (Journal article; Peer reviewed, 2024)

  Background: Failure to adhere to sleep and physical activity recommendations among adolescents constitutes a public health problem. However, the associations between sleep duration and adolescents’ physical activity levels ...

• Enhancing school-based mentors’ professional practice Exploring 360° video and virtual reality as tools for self-observation 

  Bergan, Ingvild; Andreasen, Johan Kristian (Peer reviewed; Journal article, 2024)

  Observing oneself and one’s own practice on video is a powerful tool that mentors can use to further develop their skills. The purpose of this study is to explore how mentors experience using VR technology and 360° video ...

• Barnehagebasert kompetanseutvikling - ny eller velkjent arbeidsmåte i barnehagen? 

  Dale, Trine Smiseth; Barken, Monica Endresen (Chapter; Peer reviewed, 2024)

  I kapitlet sammenlignes fire velkjente arbeidsmåter for kompetanseutvikling i barnehagen med barnehagebasert kompetanseutvikling. Med utgangspunkt i kategoriene barnehagen som lærende organisasjon, strukturelle perspektiver, ...

• Teacher professionalism and Chapter 9 A. Factors of professional conduct in the enactment of a law on students' psychosocial environment 

  Denfeld, Annette-Pascale (Doctoral dissertations at University of Agder;, Doctoral thesis, 2024)

  The enactment of the revised Chapter 9 A of the Norwegian Education Act (2017) considerably strengthened students’ rights to a safe environment (Støen & Gutzwiller-Helfenfinger, 2023). The obligation to act that comes with ...

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