Siste publikasjoner

• Danbolt Drange, Eli-Marie; Llovet Vila, Xavier & Carrai, Debora (2024). Utdanning av spansklærere i Norge: Utforsking av muligheter for samarbeid om PPU-utdanningene på tvers av universitetene i Agder, Bergen og Oslo. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 108(2), s. 123–139. doi: https:/doi.org/10.18261/npt.108.2.4.
• Carrai, Debora & Danbolt Drange, Eli-Marie (2024). Utdanning av spansklærere i Norge: Utforsking av muligheter for samarbeid om PPU-utdanningene på tvers av universitetene i Agder, Bergen og Oslo. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 108(2), s. 123–139. doi: 10.18261/npt.108.2.4. Vis sammendrag

  Despite significant changes in Spanish language teacher education over the last 20 years in Norway, little is known about how training is organized at various educational institutions. In this article, we map out how Spanish teacher education is organized in the one-year teacher training program (PPU) at UiA, UiB and UiO to identify opportunities for collaboration across universities. The discussion of similarities and differences between the various programs reveals that it is mainly the teaching of foreign language and Spanish didactics that opens up possibilities for more binding collaboration.

• Casoli-Uvsløkk, Julie & Vold, Eva Thue (2024). Comparing intercultural competence in lower secondary English and French classrooms in Norway: An overview study. Moderna Språk. ISSN 2000-3560. 118(1), s. 23–44. doi: 10.58221/mosp.v118i1.15016.
• Aslaksen, Helmer & Kirfel, Johann Christoph (2024). LINEAR SUPPORT FOR THE PRIME NUMBER SEQUENCE AND THE FIRST AND SECOND HARDY-LITTLEWOOD CONJECTURES. Mathematica Scandinavica. ISSN 0025-5521. 130(2), s. 198–220. doi: 10.7146/MATH.SCAND.A-143425.
• White, Mark Christopher; Edelsbrunner, Peter A. & Thurn, Christian M. (2024). The conceptualisation implies the statistical model: implications for measuring domains of teaching quality. Assessment in Education: Principles, Policy & Practice. ISSN 0969-594X. doi: 10.1080/0969594X.2024.2368252.
• Magnusson, Camilla Gudmundsdatter & Johansen, Sondre Tarald (2024). «Det blir jo som å se en film i kvart fart, da blir det fort tragisk» - yrkesfagelevers motivasjon for lesing av skjønnlitterære tekster. Acta Didactica Norden (ADNO). ISSN 2535-8219. 18(1). doi: 10.5617/adno.10060.
• Hunskaar, Tove Seiness & Lejonberg, Eli (2024). Mentoring with research-based tools—A holistic approach. Mentoring & Tutoring. ISSN 1361-1267. doi: 10.1080/13611267.2024.2367749.
• Jacobsen, Hilde Marie Madsø & Lejonberg, Eli (2024). Organizing mentoring and induction practices: understood through the eyes of newly qualified teachers. Mentoring & Tutoring. ISSN 1361-1267. doi: 10.1080/13611267.2024.2360603.
• Ulfat, Nasrin (2024). Language learning and escapism: How five Norwegian adolescents escape reality through reading and/or gaming extramurally in L2 English. Innovation in Language Learning and Teaching. ISSN 1750-1229. doi: 10.1080/17501229.2024.2366266.
• Nilsen, Trude & Teig, Nani (2024). Discussions of Findings on Teacher Practice Across Countries, Time, and Chapters. IEA Research for Education. ISSN 2366-1631. s. 277–293. doi: 10.1007/978-3-031-49580-9_10. Fulltekst i vitenarkiv Vis sammendrag

  This final chapter discusses the findings from the empirical chapters of the book that focus on different aspects of teacher practice: what teachers teach (content coverage), how teachers teach (teaching quality), and how teachers assess their students (assessment practice). It begins by summarizing the findings from each chapter. Next, the chapter discusses the findings on content coverage by comparing the results across chapters and in light of previous research. A similar comparative discussion is provided for the findings on teaching quality and assessment practices. These discussions place a strong emphasis on the relationships between the three aspects of teacher practice and student achievement, the changes in teacher practice over time, and whether these changes are related to the changes in achievement. The interplay between teacher practice and educational equality is also explored. Subsequently, the chapter addresses the reliability and validity of the findings, reflecting on the conceptual structure of the book and the varying methodological approaches applied in the chapters. Lastly, this chapter outlines the contributions of the book and offers some concluding remarks, with a special emphasis on educational policy. This book seeks to provide valuable insights for researchers, policymakers, and educators to better understand and address the challenges facing today’s educational systems.

• Yang Hansen, Kajsa; Rolfe, Victoria & Teig, Nani (2024). Examining the Role of Teaching Quality and Assessment Practice in Reducing Socioeconomic and Ethnic Inequities in Mathematics Achievement. IEA Research for Education. ISSN 2366-1631. s. 251–276. doi: 10.1007/978-3-031-49580-9. Fulltekst i vitenarkiv Vis sammendrag

  This study explores the role of teacher practices in mathematics classrooms on mitigating socioeconomic and ethnic inequalities in mathematics performance across Nordic countries. It specifically examines teaching quality, formative assessment practices, content coverage, and teachers’ emphasis on academic success in Denmark, Finland, Norway, and Sweden. By analyzing IEA’s Trends in International Mathematics and Science Study (TIMSS) 2019 grade four data with a two-level structural equation modelling technique, the study reveals that the socioeconomic and ethnic contexts within classrooms significantly influence students’ mathematics achievement. Students attending schools or classrooms with a higher proportion of native students and a higher socioeconomic status experience a reduced effect of family background on their achievement. Positive correlations exist between classroom sociodemographic contexts, particularly the socioeconomic composition, and teachers’ emphasis on academic success. However, the impact of teachers’ instructional and formative assessment practices, as well as content coverage, on mathematics achievement is largely insignificant, except in Norway. Formative assessment practices in Norway have been effective in reducing performance differences between native and immigrant students. This compensatory effect of formative assessment practices is strengthened by the classroom’s socioeconomic context and the teachers’ emphasis on students’ academic success. The study highlights the importance of considering the classroom context and its sociodemographic composition when addressing socioeconomic and ethnic disparities in mathematics achievement across Nordic countries.

• Teig, Nani & Luoto, Jennifer Maria (2024). Teaching Quality and Assessment Practice: Trends Over Time and Correlation with Achievement. IEA Research for Education. ISSN 2366-1631. s. 155–186. doi: 10.1007/978-3-031-49580-9_5. Fulltekst i vitenarkiv
• Nilsen, Trude & Teig, Nani (2024). Analytical Framework. IEA Research for Education. ISSN 2366-1631. s. 35–56. doi: 10.1007/978-3-031-49580-9_3. Fulltekst i vitenarkiv Vis sammendrag

  This chapter offers a comprehensive overview of the Trends in International Mathematics and Science Study (TIMSS) and its design. We discuss the various aspects of the methodology used in this book, such as the reliability and validity of the constructs examined, the data preparation process, measurement invariance testing, and other analytical approaches that were employed, including structural equation modeling (SEM) and confirmatory factor analysis (CFA). While there are necessary deviations in operationalizing constructs and changes in items across cycles, the overall coherent approach across chapters contributes to the existing knowledge of teacher practices from multiple perspectives. This uniformity ensures that findings can be effectively compared, ultimately contributing to the overall understanding of teacher practice and its impact on student learning outcomes in various educational contexts.

• Hoferichter, Frances & Jentsch, Armin (2024). The effects of an online positive psychology intervention on pre-service teachers' efficacy, ability to cope and emotional regulation. British Educational Research Journal (BERJ). ISSN 0141-1926. doi: 10.1002/berj.4036.
• Teig, Nani; Nilsen, Trude & Hansen, Kajsa Yang (2024). Theoretical Framework of Teacher Practice. IEA Research for Education. ISSN 2366-1631. s. 21–33. doi: 10.1007/978-3-031-49580-9_2. Fulltekst i vitenarkiv Vis sammendrag

  Teacher practice encompasses a wide range of aspects pertaining to the work and responsibilities of teachers within an academic setting. This book focuses specifically on three fundamental aspects of teacher practice that directly impact student learning: the content taught by teachers (referred to as content coverage), the way teachers deliver instruction (referred to as teaching quality), and the approaches employed by teachers to assess their students’ progress (referred to as assessment practice). Despite the pivotal role these aspects play in shaping students’ learning experiences, their interrelationship remains insufficiently explored in existing literature. To address this gap, this chapter begins by examining the three aspects of teacher practice independently, recognizing the importance of understanding their individual contributions. These aspects form the pillars of a theoretical framework that serves as the foundation for the empirical chapters presented in this book. Next, the interplay among content coverage, teaching quality, and assessment practices in creating effective learning experiences is then examined. Finally, the chapter presents the theoretical model of Potential Educational Experiences. This model integrates the three aforementioned aspects, revealing a dynamic mechanism that links teacher practice with student learning outcomes.

• Kjeldsen, Christian Christrup; Nilsen, Trude; Hiltunen, Jenna & Teig, Nani (2024). Introduction: Student Achievement and Equity Over Time in the Nordic Countries. IEA Research for Education. ISSN 2366-1631. s. 1–19. doi: 10.1007/978-3-031-49580-9_1. Fulltekst i vitenarkiv Vis sammendrag

  This chapter introduces the importance of promoting fair, effective, and equitable teacher practice for both individual students and society in general. It presents the rationale, aims, and organizational structure of the book. The chapter provides an overview of the similarities and differences across the Nordic welfare states, focusing on aspects such as population composition, student characteristics, and student performance in mathematics and science to offer a backdrop for policymaking aimed at enhancing effective and equitable teacher practices. The main argument of this chapter, and indeed the entire book, revolves around the necessity of evaluating teacher practices by investigating their contribution not only to student learning outcomes (effectiveness) but also their potential in reducing the gaps in educational outcomes among students with diverse backgrounds (equity), including gender, socioeconomic status, and home language. This approach to evaluating teacher practice holds substantial relevance for the development of educational policy and practice.

• Elvebakk, Lisbeth & Blikstad-Balas, Marte (2024). Muligheter for kritisk literacy i klasserommet – en undersøkelse av norsklærerstudenters didaktiske refleksjoner. Acta Didactica Norden (ADNO). ISSN 2535-8219. 18(1). doi: 10.5617/adno.10205. Vis sammendrag

  I forbindelse med innføringen av nye læreplaner (LK20) for grunnskolen høsten 2020, ble oppmerksomheten på kritisk lesing og kritisk tenkning forsterket. I norskfaget understrekes i tillegg betydningen av kritisk refleksjon over teksters troverdighet og pålitelighet, og betydningen av kunne lese og forstå tekster i relasjon til kontekster. Med kritisk literacy som teoretisk utgangspunkt undersøker vi i denne artikkelen en gruppe norsklærerstudenters refleksjoner om tekst og tekstopplæring. Formålet med studien var å undersøke hvordan literacy ble konseptualisert av studentene og hvordan de tilrettela for arbeid med tekst i klasserommet i praksisperioden. Vi var interessert i å identifisere mulige sammenhenger mellom konseptualisering av literacy, arbeid med literacy i klasserommet og norskdidaktiske begrunnelser. Artikkelen bygger på observasjon av undervisning i norskfaget i lærerutdanningen og kvalitative intervju med 20 norsklærerstudenter etter en praksisperiode i skolen. Funnene viser at det er stor variasjon i hvilken betydning studentene legger i literacy, og hva de mener inngår i denne kompetansen. Vi finner imidlertid to hovedtendenser i materialet: En gruppe studenter oppfatter literacy som en bred kommunikativ kompetanse som omfatter forståelse, tolkning og produksjon av tekst, og de ser tekster som del av en sosial kontekst. De betrakter tekstkompetanse som en forutsetning for samfunnsdeltakelse, og kobler lese- og skriveopplæringen til elevenes muligheter for kunnskapstilegnelse og medborgerskap. En mindre gruppe studenter uttrykker en langt snevrere forståelse. For disse studentene er tekstkompetanse utelukkende basisferdigheter i lesing og skriving. Studien viser videre at studentene i begge gruppene i hovedsak legger opp til trening av basisferdigheter i lesing og skriving. Kun et lite mindretall av studentene legger til rette for tekstarbeid som fremmer kritisk literacy. Materialet viser at det kan være en sammenheng mellom studentenes oppfatning av literacy og hvordan arbeid med tekst foregår i klasserommet. I artikkelen drøftes mulige implikasjoner for arbeidet med tekst i lærerutdanningen.

• Källkvist, Marie; Sandlund, Erica; Sundqvist, Pia & Gyllstad, Henrik (2024). Translanguaging in multilingual EFL lower-secondary classrooms: Practices and beliefs among experienced teachers in Sweden. The European Journal of Applied Linguistics and TEFL. ISSN 2192-1032. 13(1), s. 23–44. Vis sammendrag

  Globalisation and migration have brought greater diversity to English-as-a-foreign-language (EFL) classrooms. In their daily practice, language teachers gain first-hand experience and develop strategies for managing such diversity. The present study focuses on experienced EFL teachers, positioned as “knowledge generators” (Cummins, 2021, p. 313), aiming to map, document, and understand their language practices in multilingual classrooms from the perspectives of translanguaging pedagogy (García & Wei, 2014, p. 20) and teacher beliefs (Borg, 2006; Uljens, 1997). Drawing on classroom observation and semi-structured interview data from four secondary-school EFL teachers in Sweden, the study addressed three research questions concerning (1) the extent and purposes of the use of different named languages in the classroom, (2) teacher strategies for encouraging student use of English in class, and (3) the beliefs underpinning teachers’ observed language practices. Findings revealed that English was the default and desired classroom language for all four teachers. They also used Swedish to provide translation equivalents, translations of task instructions, to explain grammar, and to communicate with students individually. Regarding strategies to encourage students to speak English in class, teachers reported always speaking English in class themselves, carefully selecting engaging teaching materials, and sometimes topicalising student utterances in Swedish by encouraging the class to develop a translation into English jointly. Teachers’ beliefs underpinning these practices were (a) student comprehension is paramount, (b) the need to use any resource necessary for securing student comprehension, particularly students’ first languages (L1s), and (c) the importance of Swedish-English bilingualism in Swedish society. The article closes by suggesting implications for lower secondary school EFL language practices.

• Gunter, Helen M. & Møller, Jorunn (2024). Charisma, claimocracy and educaiton policy in England and Norway. Journal of Educational Administration & History. ISSN 0022-0620. doi: 10.1080/00220620.2024.2359995. Fulltekst i vitenarkiv Vis sammendrag

  Education reform internationally has focused on school principals as corporate transformational leaders. Our research in England and Norway has identified the problematics of this model, where we have recognised an education reform claimocracy that has committed policy violence through this imposed identity. We explain the meaning and evidence for a claimocracy, and we show convergences in reform design and intentions. We then examine the divergences, and show how the political system and the ideological views of those who occupy roles and institutions matter, and this is used to explain how corporate transformational leadership has been variously adopted, resisted and developed within the two systems. We argue that the field of critical educational leadership needs to give attention not only to the problematics of this model, but to examine how the political system and the policy practices of its occupants need to be examined historically in regard to assertions about the good school leader.

• White, Mark Christopher & Ronfeldt, Matt (2024). Monitoring Rater Quality in Observational Systems: Issues Due to Unreliable Estimates of Rater Quality. Educational Assessment. ISSN 1062-7197. 29(2), s. 124–146. doi: 10.1080/10627197.2024.2354311.
• Jensen, Fredrik; Kjærnsli, Marit; Knain, Erik; Løvgren, Maria & Pettersen, Andreas (2024). Sammenhengen mellom utforskende undervisning i naturfag og elevers prestasjoner og interesse for og trivsel med naturvitenskap. Norske resultater fra PISA 2015. Nordic Studies in Science Education. ISSN 1504-4556. 20(1), s. 103–118. doi: 10.5617/nordina.9335.
• Kvamme, Ole Andreas (2024). Depoliticisation of stigma: the drama series Skam (”shame”) as an instance of public religious education. British Journal of Religious Education. ISSN 0141-6200. s. 1–15. doi: 10.1080/01416200.2024.2353042. Fulltekst i vitenarkiv Vis sammendrag

  In the final season of the Norwegian drama series Skam (”Shame”) (2015–2017), the protagonist Sana, navigating in a secular, liberal youth culture, is a practicing Muslim wearing the hijab. The series is analysed as an instance of public religious education focusing on the issue of representation. This approach is informed by the ethical turn in narrative studies, warranting and problematising representations of the other. Stigmatisation and normalising strategies are examined and discussed as part of the plot structure with an emphasis on the portrayal of Sana. The series presents a process towards self-determination in a distinct portrait of a young, Muslim woman’s agency. Liberal values are privileged, and the issue of racism is put aside. In the development of the plot, stigmatisation is subject to depoliticisation, bringing forward a utopian vision of a liberal, diverse society. While the series turns out to be a rich, educational resource, Skam calls for critical explorations within a reflexive religious education.

• Skedsmo, Guri & Huber, Stephan Gerhard (2024). Enhancing feedback practices and formative assessment in education: insights and challenges from diverse contexts. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. doi: 10.1007/s11092-024-09436-7.
• Bakken, Jonas (2024). Språk og litteratur - to oppgavekulturer i konflikt? I Ohlsson, Anders; Sigrell, Anders; Strand, Paul & Sundby, Martin (Red.), Femtonde nationella konferensen i svenska med didaktisk inriktning. Språk och litteratur – en omöjlig eller skön förening? Lund 23-24 november 2022. Nationella nätverket för svenska med didaktisk inriktning. ISSN 978-91-89874-40-4. s. 11–25.
• Vestøl, Jon Magne (2024). The ‘Gospel’ according to Vygotsky? Reflections on the role of symbolic mediation in religious education. Journal of Religious Education. ISSN 1442-018X. 72(1), s. 73–89. doi: 10.1007/s40839-023-00220-1. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. (2024). Student teachers as co-researchers: connecting research and education in the Co-research model. I Hatlevik, Ida K. Riksaasen; Jakhelln, Rachel Elise & Jorde, Doris (Red.), Transforming University-based Teacher Education through Innovation: A Norwegian Response to Research Literacy, Integration and Technology. Routledge. ISSN 9781032667898. s. 116–130. doi: 10.4324/9781032693798-10.
• Ahmadian, Shilan & Brevik, Lisbeth M. (2024). This Land Is My Land: Teachers’ Integration of Game and Novel in English Instruction. Journal of Computer Assisted Learning (JCAL). ISSN 0266-4909. doi: 10.1111/jcal.13012.
• Carrai, Debora (2024). Utdanning av spansklærere i Norge. Utforskning av muligheter for samarbeid om PPU-utdanningene på tvers av universitetene i Agder, Bergen og Oslo. Norsk pedagogisk tidsskrift. ISSN 0029-2052. s. 123–139. doi: 10.18261/npt.108.2.4.
• Elstad, Eyvind & Eriksen, Harald (2024). High School Teachers’ Adoption of Generative AI: Antecedents of Instructional AI Utility in the Early Stages of School-Specific Chatbot Implementation. Nordic Journal of Comparative and International Education (NJCIE). ISSN 2535-4051. 8(1). doi: 10.7577/njcie.5736. Fulltekst i vitenarkiv Vis sammendrag

  In 2023, the breakthrough of generative artificial intelligence (AI) led to its adoption. While some teachers expressed frustration over pupil misuse of generative AI, others advocated for the availability of a school-relevant chatbot for pupil use. In October 2023, a local chatbot intended to meet that goal was launched by Oslo Municipality. After six weeks, an investigation was conducted to examine how 246 teachers perceived the opportunities and limitations of this new technology. The examination used structural equation modelling to explore antecedents of instructional AI utility. The analysis shows that the pathway between instructional self-efficacy and AI utility has the highest positively charged value, while the pathways between management and AI utility have low numerical value. This last finding can be interpreted as the influence of untapped management potential and must be seen in the context of the fact that no guidelines for the use of AI in schools existed when the survey was conducted. In addition, the pathway between colleague discussion and AI utility has relatively low numerical values. The potential for learning through discussion among colleagues can be utilized to an even greater degree. The pathway between management and colleague discussion is remarkable. Implications are discussed.

• Elstad, Eyvind; Christophersen, Knut Andreas Abben; Turmo, Are & Bjørnsdottir, Amalia (2024). Concepts related to Icelandic student teachers' extra-role behavior. Education In The North. ISSN 0424-5512. 31(1), s. 1–19. doi: 10.26203/wwch-3d45. Fulltekst i vitenarkiv
• Elstad, Eyvind; Christophersen, Knut Andreas Abben & Turmo, Are (2024). Antecedents of Student Teachers’ Time-On-Task in Campus Activities in Denmark and Norway. Journal of Teacher Education and Educators. ISSN 2147-0456. 13(1), s. 1–19. Fulltekst i vitenarkiv Vis sammendrag

  Increased time-on-task is one of the overall goals for teacher education in both Denmark and Norway. However, student teachers’ time-on-task in those programs are uncertain and highly debated indicators of research input. Researchers adopt this indicator with the expectation that student teachers must invest time and effort in their courses that are approximately equivalent to that expended during a standard workweek. The purpose of this article is to analyse the differences between Danish and Norwegian teacher education for elementary schools based on a uniform survey conducted in each country; more specifically, the survey queried student teachers’ time-on-task in faculty- and student faculty-led campus activities. In this empirical study, we use survey data to examine factors that influence the duration of student teachers’ time-on-task in Norway (n = 274) and Denmark (n = 1224). To meet the study’s objectives, we conducted an ordinary least squares regression analysis and found that student teachers’ self-discipline and perceived study demands are the most important exogenous factors in the duration of their time-on-task. The analyses led us to explore their implications for the structure of teacher education programs, particularly in terms of curriculum design and the articulation of academic expectations.

• Dewilde, Joke (2024). Multilingualism as a theme for the master's thesis investigation. I Hatlevik, Ida K. Riksaasen; Jakhelln, Rachel Elise & Jorde, Doris (Red.), Transforming University-based Teacher Education through Innovation: A Norwegian Response to Research Literacy, Integration and Technology. Routledge. ISSN 9781032667898. s. 131–142. doi: 10.4324/9781032693798-11. Fulltekst i vitenarkiv Vis sammendrag

  Mi Lenga is an innovative interdisciplinary program focusing on multilingualism in schools and targeted at master’s students in a five-year Master of Education program for lower and upper secondary school at the University of Oslo. The Mi Lenga program brings together student teachers in the final stages of the five-year integrated teacher education program and provides an interdisciplinary forum for focused and joint investigation of issues of multilingualism that have received very little attention in their teacher education thus far. This chapter draws on research in (student) teacher beliefs and aims to bring forward student teachers’ voices through analysis of interviews, students’ written reflective memos, and student dissemination products such as podcasts and blog posts. Findings indicate that the students enrolled in the Mi Lenga program develop a complex and situated understanding of the phenomenon of multilingualism related to their specific school subject and to Norwegian school. The program also serves as an introduction to a larger practice and research community which is important for their agency.

• Ahmadian, Shilan; Brevik, Lisbeth M. & Öhrn, Elisabet (2024). Adventures with Anxiety: Gender bias in using a digital game for teaching vocational English. Journal of Computer Assisted Learning (JCAL). ISSN 0266-4909. doi: 10.1111/jcal.13006. Fulltekst i vitenarkiv
• Sundqvist, Pia (2024). Extramural English as an individual difference variable in L2 research: Methodology matters. Annual Review of Applied Linguistics. ISSN 0267-1905. s. 1–13. doi: 10.1017/S0267190524000072. Fulltekst i vitenarkiv Vis sammendrag

  In light of findings from research on informal foreign/second language (L2) learning, with a focus on English as a target language and using the concept of extramural English (EE), this position paper argues that learners’ engagement in EE (through activities such as watching television or films or playing digital games) constitutes an important individual difference (ID) variable that needs to be included in studies that aim to measure L2 English proficiency or development. In addition, it is suggested that if EE as an ID variable is left out in such studies in the future, the rationale for exclusion should be clearly stated. This position paper also discusses research instruments and methods used in this area of research, the benefits and drawbacks of different methods, and identifies research gaps and under-researched learner groups. Further, it is argued that in some contexts, EE has replaced classroom activities as the starting point for and foundation of learning English.

• Hatlevik, Ida Katrine Riksaasen & Lejonberg, Eli (2024). Promoting professional identity development. Teachers as mentors on campus, Transforming University-based Teacher Education through Innovation A Norwegian Response to Research Literacy, Integration and Technology. Routledge. ISSN 9781032693798. s. 185–195. doi: 10.4324/9781032693798-17. Fulltekst i vitenarkiv Vis sammendrag

  This chapter describes a voluntary profession-oriented mentoring program for student teachers enrolled in a five-year integrated teacher education (TE) program, located on the campus of the University of Oslo (UiO). The aim of the program is to promote student teachers’ social and academic integration, help them to develop a teacher identity, and create a sense of coherence between the content taught in TE and professional practice; in the longer term, another goal is to prevent student dropout. Student teachers enrolled in the program are divided into groups of 10–20 by subject, and they meet their mentors three times per semester. The mentors who lead these groups are schoolteachers with extensive mentor education and experience; they also teach subjects similar to those the student teachers are studying. The findings from a longitudinal study indicate that the student teachers perceive the program to be particularly valuable in the initial years of study, when they are only taking subject studies and have no regular teaching duties in profession-specific subjects. The importance of the program is especially linked to participants’ experience of belonging to a study community and to the development of student teachers’ professional identity during the five-year TE program.

• Hatlevik, Ida Katrine Riksaasen; Eriksen, Tone Malmstedt; Hunskaar, Tove Seiness; Steele, Annfrid Rosøy; Unhjem, Astrid & Vedeler, Gørill Warvik (2024). Transformative partnerships with university schools, Transforming University-based Teacher Education through Innovation A Norwegian Response to Research Literacy, Integration and Technology. Routledge. ISSN 9781032693798. s. 155–169. doi: 10.4324/9781032693798-14. Fulltekst i vitenarkiv Vis sammendrag

  The establishment of transformative partnerships between a teacher education (TE) institution and a few selected “university schools” is widely recognized as a strategy to ensure the ongoing quality development of TE programs and to increase research-based development in schools. The University of Oslo and UiT The Arctic University of Norway were the first TE institutions in Norway to establish these kinds of close and committed partnerships with university schools, and they now have over 10 years of experience. In this chapter, we describe the institutions’ model for transformative partnerships with university schools and highlight important findings from research on various activities that have emerged from this collaboration. The findings indicate that in transformative partnerships where participants collaborate on the management, development, and implementation of TE and on research and development (R&D) in schools, university schools can influence the quality of TE programs. As such, university schools can make research in TE more relevant for themselves and can provide information about on-campus TE activities. Having close connections between schools and campuses also helps to ensure that student teachers will perceive the content of on-campus teaching as being relevant for their future professional practice as schoolteachers.

• Hatlevik, Ida Katrine Riksaasen; Jakhelln, Rachel Elise & Jorde, Doris (2024). Five-year integrated research-based teacher education for primary and secondary school, Transforming University-based Teacher Education through Innovation A Norwegian Response to Research Literacy, Integration and Technology. Routledge. ISSN 9781032693798. s. 50–60. doi: 10.4324/9781032693798-4. Fulltekst i vitenarkiv Vis sammendrag

  Teacher education (TE) in Norway is nationally mandated and subject to much political attention because education is an important social and cultural phenomenon with a significant place in policy and everyday life. A main purpose of the latest TE reform implemented in 2017 is to raise the status and professionalism of teachers. The ambition of the Norwegian government is to permanently strengthen the teaching profession, thereby strengthening the quality of schooling overall by introducing a five-year master's degree as a requirement for all newly qualified teachers in primary and secondary school. This chapter describes the Norwegian TE context of today and the national requirements for the five-year integrated master programs for primary and secondary schools. To give the reader a background understanding of the various innovations in our TE programs presented in Chapters 4–16, we exemplify how the various programs are organized and structured at UiT and UiO.

• Hatlevik, Ida Katrine Riksaasen (2024). Quality in teacher education programs, Transforming University-based Teacher Education through Innovation A Norwegian Response to Research Literacy, Integration and Technology. Routledge. ISSN 9781032693798. s. 14–49. doi: 10.4324/9781032693798-3. Fulltekst i vitenarkiv Vis sammendrag

  Conceptions of quality in teacher education are contextual and reflect current understandings of what high-quality teaching and learning in teacher education looks like. In this chapter, the term quality is used as a positive description of necessary preconditions for and features of good, desirable, and transformative university-based teacher education programs. Based on previous research, this chapter provides a theoretical framework describing quality features with a particular focus on program coherence and integration; quality work; transformative partnerships with schools; professional knowledge base; continuing education of teacher educators; student teachers’ agency and study engagement; and learning opportunities on campus and in schools.

• Hatlevik, Ida Katrine Riksaasen; Jakhelln, Rachel Elise & Jorde, Doris (2024). Transforming teacher education through innovation, Transforming University-based Teacher Education through Innovation A Norwegian Response to Research Literacy, Integration and Technology. Routledge. ISSN 9781032693798. s. 3–13. doi: 10.4324/9781032693798-2. Fulltekst i vitenarkiv Vis sammendrag

  Teacher Education (TE) in Norway has developed with a strong emphasis on the research-based and practice-oriented professionalization of TE programs led by universities and university colleges. In the past decade, national reforms have emphasized the development of research competence for student teachers, enabling them to continually develop their own and the school’s collective practices. Center for Professional Learning in Teacher Education, called ProTed, the first National Centre of Excellence in Higher Education in Norway, was established in 2012 as a consortium between the University of Oslo and UiT The Arctic University of Norway. ProTed worked as a catalyst for research and development through systematic interventions, evaluation, and dissemination within integrated five-year TE programs. This chapter gives an introduction to this anthology, which presents a selection of ProTed’s innovations. The chapter outlines five thematic sections to help the reader navigate through different types of innovations: 1) development of integrated TE, 2) research literacy in TE, 3) bridging the gap between the university campus and schools (theory and practice), 4) development of professional identity, and 5) video as a means of connecting coursework to teaching practice.

• Remmen, Kari Beate (2024). En kritisk diskusjon av ‘tematisk analyse etter Braun og Clarke (2006)’ i naturfagdidaktiske studier. Nordic Studies in Science Education. ISSN 1504-4556. 20(1), s. 57–71. doi: 10.5617/nordina.10094. Fulltekst i vitenarkiv
• Aashamar, Peter Nicolai; Klette, Kirsti & Christensen, Anders Stig (2024). Teaching higher-order thinking in social studies: The role of content coverage and intellectual challenge. Journal of Social Science Education. ISSN 1611-9665. 23(1). doi: 10.11576/jsse-5808.
• Sæther, Elin; Kjørven, Ole Kolbjørn; Dewilde, Joke & Skrefsrud, Thor Andre (2024). Listening to young people’s voices: Attempts at developing context- and participant-sensitive approaches. Childhood. ISSN 0907-5682. s. 1–16. doi: 10.1177/09075682241246394. Fulltekst i vitenarkiv
• Radišić, Jelena & Baucal, Aleksandar (2024). Mathematics motivation in primary education: building blocks that matter. European Journal of Psychology of Education. ISSN 0256-2928. s. 1–8. doi: 10.1007/s10212-024-00832-7.
• Elnes, Magdalena; Hansen, Joakim Evensen; Lervåg, Arne Ola; Hatlevik, Ove Edvard & Reikerås, Elin Kirsti Lie (2024). Verbal and non-verbal skills in early childhood: dimensionality, developmental trajectories, and gender differences. Frontiers in Psychology. ISSN 1664-1078. 15. doi: 10.3389/fpsyg.2024.1330334.
• Abrahamsen, Hedvig Neerland & Helstad, Kristin (2024). Teacher leadership: leading professional learning among peers. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2024.2323652.
• Jentsch, Armin & Hoferichter, Frances (2024). Life satisfaction, psychological stress, and present-moment attention: a generalizability study. Frontiers in Psychology. ISSN 1664-1078. 15. doi: 10.3389/fpsyg.2024.1258896.
• Siljan, Henriette Hogga; Magnusson, Camilla Gudmundsdatter & Klette, Kirsti (2024). Lesson openings in Norwegian language arts: a study of how teachers start reading lessons in 8th grade classrooms. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2024.2322966.
• Sundqvist, Pia & Nilsson, Rickard (2024). Integrating commercial-off-the-shelf games in L2 English vocabulary instruction. I Lee, Ju Seong; Zou, Di & Gu, Michelle Mingyue (Red.), Technology and English language teaching in a changing world: A practical guide for teachers and teacher educators. Palgrave Macmillan. ISSN 978-3-031-51542-2. s. 3–15. doi: 10.1007/978-3-031-51540-8_1. Fulltekst i vitenarkiv Vis sammendrag

  Research has shown that playing commercial-off-the-shelf (COTS) games can have a positive influence on L2 English vocabulary learning. COTS games are commercially available digital games, either for computer or console, which are designed for entertainment (Reinhardt, Gameful second and foreign language teaching and learning: Theory, research, and practice. Palgrave Macmillan/Springer International Publishing, 2019). Thus, such games constitute a resource for vocabulary learning, but one that appears largely unexplored in the field. In this chapter, we focus on how secondary-school teachers can implement COTS games in English language teaching by drawing on students’ extramural experiences of gaming while using English for the purpose of intentional vocabulary learning for all—gamers and non-gamers alike. We report on two projects carried out in Sweden among three groups of students at three different levels (ages 13–16) who gave oral presentations about games. In this chapter we describe in detail both projects, from start to finish, and reflect on the outcomes.

• Beiler, Ingrid Rodrick & Dewilde, Joke (2024). "When we use that kind of language⋯ someone is going to jail": relationality and aesthetic interpretation in initial research encounters. Applied Linguistics Review. ISSN 1868-6303. doi: 10.1515/applirev-2024-0085. Fulltekst i vitenarkiv

Se alle arbeider i Cristin

• Sundqvist, Pia & Sandlund, Erica (2024). Testing talk: Ways to assess second language oral proficiency. Bloomsbury Academic. ISBN 9781350066014. 288 s.
• Blikstad-Balas, Marte & Jenset, Inga Staal (2024). Using Video to Foster Teacher Development Improving Professional Practice through Adaptation and Reflection. Routledge. ISBN 9781003427414.
• Hatlevik, Ida Katrine Riksaasen; Jakhelln, Rachel Elise & Jorde, Doris (2024). Transforming University-based Teacher Education through Innovation A Norwegian Response to Research Literacy, Integration and Technology. Routledge. ISBN 9781032693798. 262 s. Fulltekst i vitenarkiv Vis sammendrag

  This Norwegian-led, internationally relevant edited collection provides new insights into the transformation of teacher education programmes of the future by collating novel and cutting-edge innovations gleaned from ProTed, the Centre for Professional Learning in Teacher Education in Norway. Presenting research findings from a 10-year funded period of innovation and practice, the book discusses the implementation and dissemination of successful innovations to other teacher education institutions, both national and international. Led by direct experiences combined with empirical results, chapters explore a variety of methods that promote best practice within universities and higher education programmes. These include the progression and coherence in programme design, the relationship and partnerships between university campus and schools, teachers’ professional identities and communities, integrated teacher education, and the advantages of using video technology in teaching practice for a digital future. Ultimately serving as a useful tool for research-based knowledge to inform policy development, this book will be of interest to researchers, scholars, and postgraduate students in teacher education, higher education, and teacher reform more broadly. Those interested in research design will also find the book useful.

• Hatlevik, Ida K. Riksaasen; Jakhelln, Rachel Elise & Jorde, Doris (2024). Transforming University-based Teacher Education through Innovation: A Norwegian Response to Research Literacy, Integration and Technology. Routledge. ISBN 9781032667898. 250 s.
• Baraldsnes, Dziuginta; Werler, Tobias Christoph & Lillesund, Gaute (2024). Antimobbetiltak er pedagogiske handlinger. Fagbokforlaget. ISBN 978-82-450-4750-9. 279 s.

Se alle arbeider i Cristin

• Kaatari, Henrik; Larsson, Tove; Wang, Ying; Sundqvist, Pia & Kim, Taehyeong (2024). Lexical complexity and L2 English learners: The effect of different self-initiated out-of-school activities on writing. Vis sammendrag

  Frequent engagement in extramural English (EE) activities (English-language activities that students engage in outside of the classroom) has been shown to positively influence students’ L2 receptive and productive skills (e.g., Sundqvist, 2009, 2019). There are also indications in previous studies that the type of EE input students receive affects their production (Kaatari et al., 2023). Extending this line of research, we test the role of the type of input students receive through EE activities focusing specifically on the effect on lexical complexity. In doing so, we look at junior and senior high school student writing in L2 English from the Swedish Learner English Corpus (SLEC; Kaatari et al., forthcoming). SLEC contains information about how many hours per week students engage in five EE activities: reading, watching, conversation, social media, and gaming. We use three types of psycholinguistic lexical sophistication measures: contextual distinctiveness, concreteness, and age of exposure, along with one measure of lexical diversity (moving average type-token ratio). Specifically, we build on previous research and ask the following research questions that also serve as our hypotheses: - Does frequent engagement with spoken input (conversation and watching) result in a higher degree of linguistic diversity than other types of EE exposure? - Does frequent engagement with longer written input (reading) result in a higher degree of linguistic sophistication, than other types of EE? To test these specific hypotheses, we use Structural Equation Modeling (SEM; Larsson et al., 2021). Competing measured variable path analysis models were fitted, systematically testing our hypotheses. The best-fitting model (χ2: 0.14, df: 20, CFI: 0.99, RMSEA: 0.033[0.00–0.064], SRMR: 0.067) confirmed all three of our hypotheses. It thus seems crucial to avoid grouping EE activities together into a single category, but instead consider what type of input students are exposed to.

• Uztosun, Mehmet Sercan & Sundqvist, Pia (2024). Extramural English in the Turkish context: Scale development and the relationship with English proficiency. Vis sammendrag

  Extramural English (EE) has recently become an emerging and evolving research field in SLA research (Schwarz, 2020). The concept provides a theoretical basis for out-of-class and selfinitiated English activities that may contribute English language learning either incidentally or intentionally (Sundqvist, 2009). Previous research studies showed that EE plays an important role in language learning as it correlates with language proficiency, including vocabulary knowledge (e.g. De Wilde & Eyckmans, 2017; Sundqvist, 2009, 2019), speaking competence (Sundqvist & Wikstr¨om, 2015) and reading and listening comprehension skills (Sylv´en & Sundqvist, 2012). Most studies measured EE using questionnaires (Lee, 2022), which presents a methodological limitation because questionnaires may not provide reliable and valid scores (D¨ornyei and Taguchi, 2010). Hence, there is a need for the development of scales that measure EE in a reliable and valid ways. This need was addressed by Sundqvist and Uztosun (in press) who developed EE scale in the Scandinavian context and called for a need to develop EE scales in different contexts. This study was designed to address this call. It aimed to develop the Turkish version of the EE scale (TEE scale) and reveal whether EE engagement is related to English as a foreign language (EFL) proficiency. TEE scale was developed in two stages: exploratory factor analysis (N = 308) and confirmatory factor analysis (N = 310), which were followed by measuring its test-retest reliability (N = 57) and known-groups validity (N = 102). The data were collected from English language teaching departments at seven universities in T¨urkiye. The analyses led to a 47-item TEE Scale that is loaded onto nine factors: 1) EE Digital Creativity, 2) EE Gaming, 3) EE Music, 4) EE Social Interaction, 5) EE Reading and listening, 6) EE Internalised, 7) EE Writing, 8) EE Social reading and listening, 9) EE googling and viewing. TEE scale was administered to 56 students at a university in Istanbul who took preparatory exemption examination that comprised three tests: reading/listening, writing, and speaking. In addition to completing the scale, the participants were invited to submit their test scores. The data were analysed using Pearson correlation analysis. The finding revealed that EE correlated with three test scores at moderate levels: total exam score r(56) = 0.48; p < .01), reading and listening (r(56) = 0.38; p < .01) and speaking r(56) = 0.46; p < .01). Strong correlations were found between speaking test scores and EE internalized r(56) = 0.60; p < .01) and total exam score and EE internalized r(56) = 0.52; p < .01). Further significant positive correlations were found between test scores and different factors in the TEE scale. These finding revealed that EE is related with English language proficiency yet different EE activities play distinct roles. The findings also confirmed that EE is context-specific in nature because the TEE scale led different factors than EE scale. Implications are discussed regarding the need for developing EE scales in different contexts and role of EE in language learning.

• Prophète, Elien; Sundqvist, Pia & Peters, Elke (2024). Learning English beyond the classroom: Young EFL learners’ grammaticality judgement and writing proficiency prior to formal English instruction. Vis sammendrag

  In many European (subtitling) countries, young L2 learners have ample opportunity to engage with English beyond the classroom setting. Studies have not only reported learners’ extensive amounts of extramural English (EE; Sundqvist, 2009), they have also consistently demonstrated positive relationships between EE and several language proficiency measures, including, for example, vocabulary knowledge (e.g., Hannibal Jensen, 2017; J´ohannsd´ottir, 2018; Puim`ege & Peters, 2019), listening proficiency and reading proficiency (e.g., De Wilde et al., 2020; Lindgren & Mu˜noz, 2013). These positive associations were found with learners who had already received English lessons (e.g., Hannibal Jensen, 2017) and with those who had not (e.g., De Wilde et al., 2020; Puim`ege & Peters, 2019). The present study aims to extend existing knowledge on the link between young learners’ EE and language proficiency by focussing on grammaticality judgement and writing, two language proficiency facets that have received little attention. More specifically, we investigate the relationship between different EE activities (e.g., watching TV, using social media, gaming) and learners’ grammar knowledge and writing skills. We collected data from 445 children (N = 244 monolingual Dutch; N = 176 multilingual(1)) in the final year of primary school (age 11-12) who had not received formal English instruction. The participants completed an English writing test (European Commission, 2012) and a grammaticality judgement task (Pfenninger, 2014). A questionnaire was used to tap into learners’ EE and their language backgrounds.Our data indicated high levels of EE among participants, especially activities related to music, games, social media and YouTube videos. The results showed that learners had acquired grammar knowledge (M = 52.4, SD = 20.90, max. = 98). There was considerable variance in the writing test scores (M = 11.41, SD = 3.62, max. = 32), as some participants were not able to write in English while others managed to produce a short English text. Multiple regression analyses revealed that EE significantly predicted both grammar knowledge (Rˆ2= .37, F(4, 364) = 53.36, p < .001) and writing proficiency (Rˆ2= .17, F(4, 254) = 13.27, p < .001),after controlling for parental education, cognate linguistic distance and multilingual status. The strongest predictors for grammaticality judgement were watching TV without subtitles (β =.19, p < .001), YouTube videos (β = .27, p < .001), social media use (β = .18, p < .001) and speaking and writing in English (β = .22, p < .001). The strongest gains for writing were found from watching YouTube clips (β = .18, p = .017) and social media (β = .21, p = .004). Our findings demonstrate that grammar skills and writing can be acquired outside the classroom,through mere exposure. The results will be interpreted in light of usage-based theories which (1) 25 responses were missing.

• Peters, Elke & Sundqvist, Pia (2024). The role of starting age for L2 English proficiency in input-rich settings: The case of Flanders and Sweden. Vis sammendrag

  This presentation discusses the role of starting age of formal English instruction for English listening comprehension and vocabulary knowledge in two input-rich learning settings, Flanders and Sweden. It aims to contribute to the ongoing debate on early foreign/second (L2) instruction. An early start for L2 English instruction is on the rise in Europe, as most countries are now offering L2 classes in primary schools (Nikolov, 2009). Nevertheless, the research evidence for the potential benefits of an early start remains inconclusive. Some studies have found positive effects of an early start (e.g., De Graaff, 2015; Jaekel et al., 2022), while others failed to show any advantage for early starters compared to late starters (e.g., Baumert et al., 2020; Pfenninger & Singleton, 2017). However, most studies have been conducted in countries with relatively little out-of-school contact with L2 English (Mu˜noz & Cadierno, 2021; Schurz & Sundqvist, 2022). Still, little is known about the effects of early L2 instruction in input-rich learning settings, where learners regularly come into contact with English outside of school, often referred to as extramural English (Sundqvist, 2009). The research contexts of this exploratory study are Flanders (Dutch-speaking region in Belgium) and Sweden. Unlike Sweden, where children receive their first English lessons in grade 1, 2, or 3 (age 7–9), children in Flanders start with formal English instruction in grade 7 (age 12–13) or 8 (age 13–14). Both regions are settings where L2 English learners have large amounts of extramural English (De Wilde et al., 2020; Peters et al., 2019; Puimège & Peters, 2019; Sundqvist, 2009; Sundqvist & Wikström, 2015). Our study includes participants aged 11–13 (Younger Group, n = 139) and 15–16 (Older Group, n = 52) in Sweden and Flanders (N = 191). The Flemish learners in the Younger Group had had no English instruction at the time of data collection. Data were collected through a questionnaire tapping into learners’ extramural English, a listening comprehension test, the Picture Vocabulary Size Test (PVST, Anthony & Nation, 2017), and the Vocabulary Size Test (VST, Nation & Beglar, 2007). The VST was only administered to the Older Group. The findings indicated that starting age had a large effect on learners’ listening comprehension in the Younger Group with higher scores for the early starters (Sweden) (t = 10.019, p < .001, Cohen’s d = 1.839), but not in the Older Group. Regarding vocabulary knowledge, there were no differences between the early and late starters in the Younger Group. However, the late starters (Flanders) significantly outperformed the early starters (Sweden) in the Older Group on the PVST and the effect was large (t = -3.255, p = .002, Cohen’s d = 0.903). They also obtained higher scores on the VST, but not significantly so (t = -1;164, p = .250, Cohen’s d = 0.323, medium effect). The presentation concludes with some implications for L2 English instruction.

• Rindal, Ulrikke & Sundqvist, Pia (2024). Oh my gosh! Emotion and engagement with extramural English among 6-year-olds. Vis sammendrag

  Research has shown that self-initiated engagement with English outside school – extramural English (EE) – is related to the development of foreign/second language (L2) English proficiency (Sundqvist, 2009). Since learners do activities they enjoy while using their L2, EE reflects both emotional and cognitive engagement (Sundqvist & Uztosun, 2023). However, limited research has explored young learners using digital technologies in their L2. This paper presents a study exploring EE engagement among three 6-year-olds (1st-graders) through informal interviews with artefacts in combination with observations in the home (Coupland & Creese, 2015). The participants, one with a high score (Bro) and two with medium scores (Celine and Marcus) on a picture vocabulary test, were sampled from the STAGE project (University of Oslo, 2021). Audio recordings of home interviews and field notes were analysed inductively to explore how engagement with games, YouTube and music created affordances for L2 learning in the home. The results showed how Bro, Celine and Marcus were exposed to English-speaking media and actively engaged with English using digital platforms. Their engagement was characterised by social interaction and shared interests with family members, in homes with generally positive attitudes towards multilingualism and encouragement of English language use. Overall, the results suggest that a combination of positive attitudes and access to technical devices affords incidental L2 English learning in the home. Such type of EE engagement will most likely influence learners’ proficiency in different ways, suggesting it might be challenging for teachers to elicit latent competence in the youngest learners. Informal conversations with the participants’ teacher suggested that Bro’s above-average L2 English vocabulary knowledge developed from extensive gaming remained undiscovered in the first months of schooling, while Celine’s music interest and initiated dialogues about everyday topics as well as idiomatic expressions (e.g., ”Oh my gosh!”) might have been more accessible during English lessons.

• Kaatari, Henrik; Larsson, Tove; Wang, Ying; Sundqvist, Pia & Kim, Taehyeong (2024). Self-initiated L2 English activities and their effects on lexical complexity in student writing. Vis sammendrag

  Frequent engagement in extramural English (EE) activities (i.e., English-language activities that students engage in outside of the classroom) has been shown to positively influence L2 students’ receptive and productive skills (e.g., Sundqvist, 2009, 2019; Sylvén & Sundqvist, 2012). There are also indications in previous studies that the type of EE input students receive affects their production. For example, Kaatari et al. (2023) found that written input (reading) had a positive impact exclusively on students’ noun phrase complexity, whereas spoken input (conversation and watching) was associated exclusively with more diverse vocabulary. Written input may thus be expected to result in more frequent use of features commonly associated with academic writing, while spoken input may be expected to result in a broader, though not necessarily more advanced or sophisticated, vocabulary. The present study starts off where Kaatari et al. (2023) left off by systematically testing the role of the type of input students receive through EE activities focusing specifically on lexical complexity. As lexical complexity has been shown to be correlated with writing quality (Kyle & Crossley, 2016), investigating the relationship between EE activities and lexical complexity seems like a fruitful next step toward increasing our understanding of the specific role that different EE activities play across student levels. In order to cover more of the construct of lexical complexity, we extend Kaatari et al.’s (2023) study of lexical diversity to also include lexical sophistication and by including a wider range of student levels. We look at junior and senior high school student writing in L2 English from the Swedish Learner English Corpus (SLEC; Kaatari et al., forthc.). SLEC contains information about how many hours per week students engage in five EE activities: reading, watching, conversation, social media, gaming. We use three types of lexical sophistication measures that have been shown in the psycholinguistics literature to have high validity: contextual distinctiveness (Nelson et al., 1998), concreteness (Brysbaert et al., 2014), and age of exposure (Dascalu et al., 2016). We also use one measure of lexical diversity (moving average type-token ratio; Covington & McFall, 2010). Specifically, we ask the following research questions that also serve as our hypotheses: 1) Does frequent engagement with spoken conversation (conversation and watching) result in a higher degree of linguistic diversity than other types of EE exposure? 2) Does frequent engagement with longer written input (reading) result in a higher degree of linguistic sophistication, than other types of EE? 3) Does lexical complexity improve steadily across student levels? To test these specific hypotheses, we use Structural Equation Modeling (SEM; see Larsson et al., 2021). Competing measured variable path analysis models were fitted, systematically looking at the hypothesized effects of the different EE activities on the four complexity measures. The best-fitting model (χ2: 0.14, df: 20, CFI: 0.99, RMSEA: 0.033[0.00–0.064], SRMR: 0.067) confirmed all three of our hypotheses. It thus seems crucial to avoid grouping EE activities together into a single category, but instead consider what type of input students are exposed to. We also discuss implications for teachers.

• Bakken, Jonas (2024). "Fremtidens Forbrydelser eller Lærerens frihet". Hvordan kan - og bør - norsklæreplanen se ut i 2035?
• Bakken, Jonas (2024). "Fremtidens Forbrydelser eller Lærerens frihet". Hvordan kan - og bør - norsklæreplanen se ut i 2035? Norsklæreren. ISSN 0332-7264. 48(2), s. 59–69.
• Reda, Fatima (2024). Mellom skjerm og språk: En narrativ analyse av arabisktalende søskens bruk av digitale ressurser i arbeid med muntlighet.
• Dewilde, Joke & Roland, Victoria (2024). Nyankomne elevers bruk og opplevelse av det flerspråklige læremiddelet Hugin og Munin.
• Evertsen, Ingrid (2024). EDUCATE: Klasseromsforskernes blikk på livsmestring i engelsk og fremmedspråk. Communicare - et fagdidaktisk tidsskrift fra Fremmedspråksenteret. ISSN 1893-1499. s. 34–39.
• Knain, Erik; Skauge, Tom Roger & Larssæther, Stig (2024). UH-sektorens ansvar for bærekraft: Handling eller grønnvasking? Khrono.no. ISSN 1894-8995.
• Rindal, Ulrikke (2024). Engelskundervisning med hånddukken Lucy. Bedre Skole. ISSN 0802-183X. 1, s. 39–43.
• Paul, Sylvaine & Hall, Jeffrey (2024). Pause concept : le leadership du changement. [Internett]. https://www.ih2ef.gouv.fr/la-collection-pause-concept. Vis sammendrag

  Jeffrey Hall, enseignant chercheur à Oslo, aborde un point clé pour tout chef d'établissement : le changement. Comment faire en sorte de rallier ses équipes et les faire avancer ? Il expose ses recherches actuelles (2021-2025) en période de changements des programmes. L'accompagnement par des experts externes revêt un caractère essentiel pour faire progresser et uniformiser l'appropriation des nouveaux programmes, jouant ainsi un rôle de médiateurs entre les politiques gouvernementales et le terrain d'exercice.

• Beiler, Ingrid Rodrick & Dewilde, Joke (2024). Multilingual practices and epistemic injustice in a Norwegian adult basic education program.
• White, Mark Christopher; Blikstad-Balas, Marte & Jenset, Inga Staal (2024). CORNERSTONE SECTION III: Research designs for video-based professional learning , Using Video to Foster Teacher Development Improving Professional Practice through Adaptation and Reflection. Routledge. ISSN 9781003427414.
• Blikstad-Balas, Marte & Jenset, Inga Staal (2024). How can the use of video reframe what we mean by practice in teacher education programs? , Using Video to Foster Teacher Development Improving Professional Practice through Adaptation and Reflection. Routledge. ISSN 9781003427414.
• Blikstad-Balas, Marte; Jenset, Inga Staal; Tengberg, Michael; Rasmussen, Hanne Fie & Graf, Stefan Ting (2024). How can a common language be created for targeted discussions about video clips? Using Video to Foster Teacher Development Improving Professional Practice through Adaptation and Reflection. Routledge. ISSN 9781003427414.
• Jenset, Inga Staal; Blikstad-Balas, Marte; Sigurðardóttir, Anna Kristin & Sigþórsson, Rúnar (2024). Pedagogies for teacher learning with videos: Didactical choices, Using Video to Foster Teacher Development Improving Professional Practice through Adaptation and Reflection. Routledge. ISSN 9781003427414.
• Jenset, Inga Staal & Blikstad-Balas, Marte (2024). CORNERSTONE SECTION II: Pedagogical designs for professional learning with videos , Using Video to Foster Teacher Development Improving Professional Practice through Adaptation and Reflection. Routledge. ISSN 9781003427414.
• Jenset, Inga Staal; Slotte, Anna; Nilsberth, Marie; Brataas, Gøril & Blikstad-Balas, Marte (2024). The benefits of using videos for developing responsive teaching, Using Video to Foster Teacher Development Improving Professional Practice through Adaptation and Reflection. Routledge. ISSN 9781003427414.
• Blikstad-Balas, Marte; Magnusson, Camilla Gudmundsdatter; Brataas, Gøril & Luoto, Jennifer Maria (2024). The benefits of videos for developing teachers’ teaching repertoires, Using Video to Foster Teacher Development Improving Professional Practice through Adaptation and Reflection. Routledge. ISSN 9781003427414.
• Blikstad-Balas, Marte & Jenset, Inga Staal (2024). CORNERSTONE SECTION I: Reasons for including video in teacher learning, Using Video to Foster Teacher Development Improving Professional Practice through Adaptation and Reflection. Routledge. ISSN 9781003427414.
• Sandlund, Erica & Sundqvist, Pia (2024). TT FAIR: Forskningsbaserade principer för muntliga språkprov.
• Dodou, Katherina & Brevik, Lisbeth M. (2024). Utforskande litteraturundervisning + estetiskt-produktiva angreppssätt = sant?
• Brevik, Lisbeth M. & Ahmadian, Shilan (2024). Teachers’ integration of game and novel in English instruction: A video-observation study.
• Dodou, Katherina & Brevik, Lisbeth M. (2024). The teaching of literature in English in Norwegian lower secondary classrooms: Findings from a large-scale video-observation study.
• Ulfat, Nasrin (2024). Language learning and escapism: How five Norwegian adolescents escape reality by reading and/or gaming extramurally in L2 English.
• Elstad, Eyvind (2024). The teacher meets generative AI.
• Kaatari, Henrik; Larsson, Tove; Wang, Ying & Sundqvist, Pia (2024). The impact of extramural English activities on lexical sophistication in intermediate-level L2 student writing. Vis sammendrag

  Frequent engagement in extramural English (EE) activities (i.e., English-language activities that students engage in outside of the classroom) has been shown to positively influence L2 students’ vocabulary size, listening and reading comprehension, and oral proficiency (e.g., Sundqvist, 2009, 2019; Sylvén & Sundqvist, 2012). However, while previous studies have greatly contributed to our understanding of the relationship between EE and students’ receptive knowledge as typically measured through formal tests, our understanding of the relationship between such activities and students’ production remains somewhat rudimentary (though see Kaatari et al., 2023 and Sundqvist & Wikström, 2015). In particular, as lexical complexity has been shown to be strongly correlated with writing quality (Kyle & Crossley, 2016), it seems that an investigation of the relationship between EE activities and lexical complexity would be a fruitful next step toward increasing our understanding of the role that EE activities play in L2 English writing. Against this background, the present study examines the effect of EE activities on one important aspect of lexical complexity – lexical sophistication – in intermediate-level student writing in L2 English. Furthermore, we test the hypothesis posed in Kaatari et al. (2023) that certain EE activities may lead students to produce more speech-like (or informal) writing. The study uses data from the Swedish Learner English Corpus (SLEC; Kaatari et al., forthcoming), which consists of argumentative texts written by Swedish junior and senior high school students (school years 7–12). SLEC includes data on how many hours per week students (i) read in English, (ii) watch TV shows or movies in English, (iii) engage in conversations in English, (iv) use social media with English content, and (v) communicate in English while playing computer/video games. We also make use of two reference corpora: ICLE-SE (written university-level argumentative texts) and LINDSEI-SE (spoken university-level interaction). The following research questions are investigated: • What effect (if any) do different EE activities and school year have on lexical sophistication? • Focusing on EE activities and school year, what differences and similarities are there of lexical sophistication in SLEC vs. ICLE-SE and LINDSEI-SE? We use three types of lexical sophistication that have been shown in the psycholinguistics literature to have high validity: contextual distinctiveness (Kiss et al., 1973; Nelson et al., 1998), concreteness (Brysbaert et al., 2014; Coltheart, 1981), and age of exposure (Dascalu et al., 2016). We then fitted one regression model per measure. The results showed that extramural English reading has a positive impact on concreteness. For the other two types of lexical sophistication measures, no significant effect of the EE activities was found, whereas school year was a significant predictor for all measures included. The results further showed that the student texts included in the SLEC are more similar to LINDSEI-SE (speech) than they are to ICLE-SE (writing) in terms of lexical sophistication. Although only small differences were found, the results also showed that the extramural English reading group exhibits most similarities to the university writing in ICLE-SE.

• Sundqvist, Pia & Ulfat, Nasrin (2024). Another STAGE for learning: Starting age of formal instruction, extramural English, and L2 English proficiency levels. Vis sammendrag

  This presentation is part of STAGE [STarting AGe and Extramural English], a project whose aim is to provide insights into the input-acquisition relationship by unraveling the relative contribution of formal instruction and extramural English (EE, Sundqvist, 2009) to second/foreign language (L2) learners’ English proficiency. Specifically, the project investigates the impact of an early start of formal instruction in an input-rich context by comparing early starters in Norway (English introduced in grade 1; i.e., similar to Sweden, grades 1–3) and late starters in Flanders (English introduced in grade 7/8). Using a cross-sectional design, learners in both settings are compared in grade 1 (age 5–6, baseline data), grade 6 (age 11–12), and grade 10 (age 15–16) in terms of their EE, vocabulary knowledge, reading comprehension, and speaking. Thus, the starting age of instruction differs, but both contexts are similar regarding the omnipresence of out-of-school English. The study presented is grounded in theories about L2 acquisition: sociocultural theory (Lantolf & Thorne, 2006) and usage-based perspectives on learning (Cadierno & Eskildsen, 2015). Results from research show, e.g., that in regions where L2 TV programs are subtitled (L1), learners tend to have large amounts of EE from an early age (Hannibal Jensen, 2017), as English is the dominant language of popular culture; such regions have advantages in terms of L2 learning. Studies exploring EE and L2 learning have consistently shown benefits of EE, for both instructed learners (Lindgren & Muñoz, 2013; Peters et al., 2019) and learners without any formal instruction yet (De Wilde et al., 2020; Puimège & Peters, 2019). While there is EE-research examining its relation to L2 proficiency, to date, there have been no controlled, large-scale studies comparing the association between different types of EE (e.g., gaming, watching television) and various proficiency measures in different age groups across different instructional contexts. Regarding starting age for L2 instruction, unlike for immigrant learners in naturalistic L2 learning settings (DeKeyser, 2011), there does not seem to be an age effect. An early start does not necessarily result in higher L2 proficiency when the weekly lesson time is limited; in fact, late starters catch up quickly because of higher cognitive maturity (Jaekel et al., 2017; Pfenninger & Singleton, 2017). Quantity and quality of input are more important predictors of L2 proficiency (Muñoz, 2014). Moreover, so far, research into early instruction has mainly been conducted in regions where English exposure tends to be limited to school, with very little research into the long-term effects of an early start in regions providing large amounts of EE. In our presentation, focus is on quantitative findings about characteristics of EE in Norway and Flanders. Data consist of questionnaires, language diaries, and interviews. A non-probability sampling methods was used (Dörnyei & Taguchi, 2010); the sample was a carefully selected convenience sample (Norway: N=579; Flanders: N=c. 450, to be completed). Quantitative data are currently being analyzed. EE is expected to be similar in both settings at all three levels. The results will be discussed considering the symposium theme.

• Schurz, Alexandra & Sundqvist, Pia (2024). Bringing learners’ extramural English into the classroom. Teacher-reported practices in four countries.
• Prophète, Elien; Sundqvist, Pia & Peters, Elke (2024). Comparing quantitative instruments for mapping extramural English: Young learners’ exposure, writing skills and grammaticality judgements. Vis sammendrag

  In previous work on informal second language learning, several methods have been adopted to measure extramural English (EE; Sundqvist, 2009), including questionnaires (e.g., Puimège & Peters, 2019), language diaries (e.g., Hannibal Jensen, 2017), interviews (e.g., Sylvén, 2022), and focus groups (De Wilde & Eyckmans, 2022). Despite the methodological challenges that come with mapping exposure, to our knowledge, no previous study has compared different EE instruments. In this presentation, we share our experiences of gauging young Flemish participants’ (age 11–12) EE using two quantitative instruments (i.e. a questionnaire and a language diary), while investigating the link between exposure, writing skills and grammaticality judgement.

• Dewilde, Joke (2024). Fra Bollywood og FC Barcelona til skoleoppgaver: Å knytte sammen skriving innenfor og utenfor skolen.
• Blikstad-Balas, Marte (2024). Hva skjer med språket i det digitale klasserommet?
• Nilsson, Rickard & Sundqvist, Pia (2024). Hör dataspel hemma i engelskklassrummet? En lärare nyttjar elevers gejmingkunskaper i syfte att bygga ordförråd och öva muntlig engelska.
• Jammeh, Binta-Victoria; Granlund, Lise; Erdal, Silje Førland & Lenz, Claudia (2024). Forskerperspektivet på Involve to Evolve. .
• Jammeh, Binta-Victoria; Lenz, Claudia; Erdal, Silje Førland & Granlund, Lise (2024). Demokratilæring i møte med marginaliserte elever- hvem eller hva skal "løftes"? .
• Gunnulfsen, Ann Elisabeth & Abrahamsen, Hedvig Neerland (2024). School leadership and power tensions in realizing curriculum reform Supporting recourses external actors and dilemmas.
• Abrahamsen, Hedvig Neerland; Jensen, Ruth & Helstad, Kristin (2024). The potential of change lead as a method for expansice learning in leadeship teams in upper secondary schools.
• Hall, Jeffrey (2024). Skolen som arbeidsplass og arbeidsgiver: et organisasjonsperspektiv .
• Lomsdalen, Christian; Gunnulfsen, Ann Elisabeth & Hall, Jeffrey (2024). Om rektor som rettsanvender (Podcast, Lektor Lomsdalens innfall). [Internett]. https://lektorlomsdalen.no/. Vis sammendrag

  Hva må rektor vite om utdanningsrett? Hvordan håndtere saker som for eksempel relatert til kapittel 9A? Hvordan skal rektor tenke om og forstå jus? For rektor er jo sjelden jurist, men hva må hen vite om det likevel som en del av jobben? Et av de viktigste temaene innenfor skoleledelse og utdanningsledelse er spørsmål knyttet til det juridiske. Dette spenner fra ganske tydelige tolkninger i opplæringsloven til skjønnsmessige vurderinger om fritak, tiltak og oppfølging. De siste årene har endringer gjennom blant annet opplæringslovens kapittel 9A, som handler om elevenes rett til et godt skolemiljø, gjort at rektors handlingsrom har blitt mindre. I intervjuet snakker jeg med Jeffrey Hall og Ann Elisabeth Gunnulfsen, som begge to er førsteamanuensiser ved Universitetet i Oslo.

• Sundqvist, Pia & Uztosun, Mehmet Sercan (2024). A validated scale for measuring engagement in extramural (out-of-school) English activities – and how extramural English connects with how well L2 learners think they can speak.
• Prophète, Elien; Sundqvist, Pia & Peters, Elke (2024). Linking input and acquisition: Young learners’ extramural English, writing and grammar skills before English instruction. Vis sammendrag

  In many European (subtitling) countries, young L2 learners have ample opportunity to engage with English outside of the classroom. Studies have not only shown learners’ extensive amounts of extramural English (EE; Sundqvist, 2009), they have also consistently reported positive relationships between EE and several language proficiency measures, including vocabulary knowledge (e.g., Hannibal Jensen, 2017; Puimège & Peters, 2019), listening proficiency and reading proficiency (e.g., De Wilde et al., 2020; Lindgren & Muñoz, 2013). These positive associations were found with learners who had already received English lessons (e.g., Hannibal Jensen, 2017) and with those who had not (e.g., De Wilde et al., 2020). The present study aims to extend existing knowledge on the relationship between young learners’ EE and language proficiency by focussing on learners’ writing and grammaticality judgement, two language proficiency measures that have received little attention. We collected data from 444 Dutch-speaking children in the final year of primary school (age 11-12) who had not received formal English instruction. The participants completed an English writing test (European Commission, 2012) and a grammaticality judgement task (Pfenninger, 2014). A questionnaire was used to tap into learners’ EE and their language backgrounds. Our results show high levels of EE among participants and reveal considerable scores for writing (M = 8.7, max. = 32) and grammaticality judgement (M = 52.4, max. = 98), given that participants took part prior to English instruction. Preliminary simple linear regression analyses indicate that EE is a significant predictor of both writing proficiency (R2= .15, F(1, 97) = 16.67, p < .001) and grammar knowledge (R2= .29, F(1, 393) = 157.72, p < .001). These findings demonstrate, for the first time, that writing and grammar skills can be acquired through mere exposure. Supporting usage-based theories, this once again underlines the key role of input in the language learning process.

• Sundqvist, Pia; Gyllstad, Henrik; Peters, Elke; Rindal, Ulrikke; Skar, Gustaf B. & Ulfat, Nasrin (2024). First-graders know L2 English vocabulary – viewing, gaming, YouTube. Vis sammendrag

  This presentation uncovers the relation between very young second/foreign language learners’ English vocabulary knowledge and extramural English (EE, Sundqvist, 2009). Research has shown that music, gaming, and TV are important EE sources (Puimège & Peters, 2019) and indicated gender-related differences for EE and vocabulary (Hannibal Jensen, 2017). Data were collected from 60 1st-graders (aged 5–6) in Norway: learner and parental questionnaires, and a shortened (k=31) Picture Vocabulary Size Test (Anthony & Nation, 2017). Results-wise, participants knew on average 12.32 words (SD=5.13). Gamers scored higher than non-gamers; no gender-related EE or vocabulary differences were found. The presentation ends with a glimpse of SYLT-VOC, a test for young learners.

• Daza , Viviana (2024). Emerging Third Spaces in Teacher Education. Examining collaboration among pre-service teachers and school- and univerversity-based teacher educators. University of Oslo. Vis sammendrag

  This thesis explores how collaboration between pre-service teachers and teacher educators in schools and universities can enhance practice quality in teacher education (TE). It investigates interactions and the potential emergence of a third space (Bhabha, 1994) that can reshape school-university collaboration by integrating academic and practitioner knowledge (Zeichner, 2010). Addressing a literature gap, the study examines ways to enhance democratic collaboration in TE and provide authentic practice experiences for pre-service teachers. The main goal is to investigate practice and enrich it by focusing on how pre-service teachers and teacher educators view collaboration and interaction. The thesis draws on the practical components of two TE programs at the University of Oslo: a master of education and a teacher certification program. The site encompasses diverse practice experiences across partner schools and involves interviews with 34 pre-service teachers, along with 5 teacher educators from schools and 5 from the university. 98 preservice teachers participated in surveys. Data includes findings from a scoping review, indepth interviews, and video-stimulated recall interviews. The overarching methodological approach aligns with principles of case study and thematic analysis (Braun & Clarke, 2006). This study includes three articles. Article I traced the conceptualization of the third space within TE and revealed its significance for partnership models, educational policies, and empirical practices. The third space highlights the value of collaboration and negotiation of identities and epistemologies. Yet, challenges regarding tensions and sustainability highlighted the need to address power imbalances and promote equal collaboration. Findings also noted a rising interest in exploring the third space in digital contexts. Article II explored pre-service teachers’ perceptions of their practice experiences and learning to provide insight into how the third space operates from the PSTs’ viewpoint. Incorporating the third space nuanced participation and negotiation of meaning within communities of practice (Wenger, 1998). The main finding emphasized the emergent nature of the third space as PSTs actively engage in participation and meaning negotiation with various actors, fostering epistemic negotiations, relational factors, and identity development. The need for equal participation and meaningful negotiation to overcome related challenges was stressed. Article III investigated a digital practice assessment (DPA) involving collaborative triads of pre-service teachers and teacher educators (from school and university). The findings suggested that utilizing video-based assessments allows for improved preparation, fostering interactions, and merging academic and practitioner knowledge. However, challenges of limited context and role ambiguity hinder the third space’s emergence. The study underscored the role of digital tools in shaping interactions and perceptions of affordances with the third space emerging during specific moments of active articulation of opportunities for formative assessment where all triad members participated equally. In sum, this thesis demonstrates the potential to integrate academic and practitioner knowledge to support pre-service teachers’ learning within a democratic environment conductive to the emergence of a third space. However, it also draws attention to the continuous negotiation of tensions for sustained and authentic collaboration in TE.

Se alle arbeider i Cristin