Ida Katrine Riksaasen Hatlevik

• 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. p. 185–195. doi: 10.4324/9781032693798-17. Full text in Research Archive Show summary

  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. p. 155–169. doi: 10.4324/9781032693798-14. Full text in Research Archive Show summary

  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. p. 50–60. doi: 10.4324/9781032693798-4. Full text in Research Archive Show summary

  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. p. 14–49. doi: 10.4324/9781032693798-3. Full text in Research Archive Show summary

  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. p. 3–13. doi: 10.4324/9781032693798-2. Full text in Research Archive Show summary

  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.

• Jenset, Inga Staal & Hatlevik, Ida Katrine Riksaasen (2024). From development work to research publication: a case of Norwegian teacher educators developing research literacy. Teaching Education. ISSN 1047-6210. doi: 10.1080/10476210.2023.2298197.
• Wiese, Eline; Hatlevik, Ida Katrine Riksaasen & Daza, Viviana (2024). How can universities ensure quality of practice in initial teacher education? Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 139. doi: 10.1016/j.tate.2023.104462. Full text in Research Archive Show summary

  This article presents a state-of-the-art review of the literature published between 2010 and 2022 on the necessary preconditions for and features of quality learning and mentoring in schools in university-based initial teacher education (ITE). The article argues that ITE institutions should take a leading role in ensuring quality by providing criteria and assessments that promote transferability and meaningful connections, explicit and comprehensive guidelines for mentors, mentoring courses, tools and structures for mentoring, and on-campus courses that ensure coherence and progression in learning. Furthermore, ITE institutions should forge partnerships with schools and develop and perform research on teaching practice in ITE.

• Lejonberg, Eli & Hatlevik, Ida Katrine Riksaasen (2022). ‘Is there anything more to professionalism than knowledge?’—relating theory and practice in a university-based institutionalisation of a third space for preservice teachers. Mentoring & Tutoring. ISSN 1361-1267. 30(5), p. 606–633. doi: 10.1080/13611267.2022.2127259. Full text in Research Archive
• Jenset, Inga Staal; Hatlevik, Ida Katrine Riksaasen & Fougt, Simon Skov (2021). Lærerutdanningens undervisningspraksiser på campus. Acta Didactica Norden (ADNO). ISSN 2535-8219. 15(3), p. 1–10. doi: 10.5617/ADNO.9168. Full text in Research Archive
• Hatlevik, Ida Katrine R & Hovdenak, Sylvi Stenersen (2020). Promoting students' sense of coherence in medical education using transformative learning activities. Advances in Medical Education and Practice. ISSN 1179-7258. 11, p. 807–816. doi: 10.2147/AMEP.S266960. Show summary

  Objective: Transformative learning theory offers medical educators a particularly relevant insight into student learning. Transformative learning involves critically reflecting on assumptions and actions using empirical research methods and participating in a continuing discourse to validate the best reflective judgement and act according to new insights. The purpose of this paper is to investigate medical students’ experiences with transformative learning activities and empirically and theoretically explain how these activities contribute to their understanding of the interplay between theoretical knowledge and professional practice, thereby creating a sense of coherence in medical education. Methods: This paper analyzes the data from interviews with 40 medical students derived from a qualitative longitudinal research project in Norway from 2012 through 2018. Results: Students characterize linking theoretical knowledge with professional practice, experiencing authentic placement situations with real patients, and discussing and critically reflecting on cases and professional practice with experienced doctors as learning activities that transformed their understanding of professional practice. These transformative learning activities influenced students’ perceptions of educational content and demands as being comprehensible, manageable, and meaningful, which are the core components of “sensing coherence” in professional education. Moreover, experiencing a lack of knowledge in either case-based learning on campus or when meeting patients in clinical placements motivates students to pursue further theoretical studies. Conclusion: Medical education includes rich opportunities to use transformative learning activities both on campus and at clinical placement sites, but it is not given that these types of learning activities are present in the teaching offered at all the various learning sites; thus, enhanced awareness of why and how to promote transformative learning is required among medical educators. Keywords: transformative learning, sense of coherence, critical reflection, educational quality, placement learning, on-campus learning, professional program, medical program

• Hatlevik, Ida Katrine R; Engelien, Kirsti Lyngvær & Jorde, Doris (2020). Universitetsskolers bidrag til utvikling av lærerutdanningen ved Universitetet i Oslo. Acta Didactica Norden (ADNO). ISSN 2535-8219. 14(2). doi: 10.5617/adno.7913. Full text in Research Archive
• Hatlevik, Ida Katrine R; Hunskaar, Tove Seiness & Eriksen, Tone Malmstedt (2020). Universitet og skole i samarbeid om lærerutdanning - Universitetet i Oslo sin modell for utvidet partnerskap. In Elstad, Eyvind (Eds.), Lærerutdanning i nordiske land. Universitetsforlaget. ISSN 978-82-15-03514-7. p. 277–295.
• Hovdenak, Sylvi Stenersen; Hatlevik, Ida Katrine R; Bartnes, Kristian; Bjerkli, Inger-Heidi; Norderval, Stig & Nordøy, Tone (2019). The Practically Wise Medical Teacher: Medical Education at the University of Tromsø – A Norwegian Case . Health Science Journal. ISSN 1791-809X. 13(4). doi: 10.21767/1791-809X.1000671. Full text in Research Archive
• Hatlevik, Ida Katrine R & Lejonberg, Eli (2019). Mentoroppfølging i lektorutdanningen: Hvordan oppfølging ved en mentor kan bidra til en god studiestart for lektorstudenter . Acta Didactica Norden (ADNO). ISSN 2535-8219. 13(1). doi: 10.5617/adno.5485. Full text in Research Archive
• Hatlevik, Ida Katrine R (2018). Transformativ læring. Hva er det, og hva kan det bidra med i lærerstudenters kompetanseutvikling? UNIPED. ISSN 1500-4538. 41(4), p. 384–400. doi: 10.18261/issn.1893-8981-2018-04-02. Full text in Research Archive
• Hatlevik, Ida Katrine R (2018). Good teaching and students who succeed A comparison of theoretical and empirical contributions from three research perspectives. Nordic Studies in Education. ISSN 1891-5914. 38(3), p. 271–286. doi: 10.18261/issn.1891-5949-2018-03-06. Full text in Research Archive
• Hatlevik, Ida Katrine R & Hatlevik, Ove Edvard (2018). Examining the relationship between teachers' ICT self-efficacy for educational purposes, collegial collaboration, lack of facilitation and the use of ICT in teaching practice. Frontiers in Psychology. ISSN 1664-1078. 9(935), p. 1–8. doi: 10.3389/fpsyg.2018.00935. Full text in Research Archive
• Hatlevik, Ida Katrine R & Hatlevik, Ove Edvard (2018). Students' evaluation of digital information: The role teachers play and factors that influence variability in teacher behaviour. Computers in Human Behavior. ISSN 0747-5632. 83, p. 56–63. doi: 10.1016/j.chb.2018.01.022. Full text in Research Archive
• Hatlevik, Ida Katrine R (2017). The impact of prospective teachers’ perceived competence on subsequent perceptions as schoolteachers. Teachers and Teaching: theory and practice. ISSN 1354-0602. 23(7), p. 810–828. doi: 10.1080/13540602.2017.1322056. Full text in Research Archive
• Hatlevik, Ida Katrine R (2016). Hvordan utvikle og kontrollere prosesskvalitet? UNIPED. ISSN 1500-4538. 39(3), p. 195–210. doi: 10.18261/issn.1893-8981-2016-03-02. Full text in Research Archive
• Hatlevik, Ida Katrine Riksaasen & Smeby, Jens-Christian (2015). Programme coherence and epistemological beliefs. Nordic Psychology. ISSN 1901-2276. 67(2), p. 136–153. doi: 10.1080/19012276.2015.1031553. Full text in Research Archive
• Hatlevik, Ida Katrine Riksaasen (2012). The theory-practice relationship: reflective skills and theoretical knowledge as key factors in bridging the gap between theory and practice in initial nursing education. Journal of Advanced Nursing. ISSN 0309-2402. doi: 10.1111/j.1365-2648.2011.05789.x.

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• 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 p. Full text in Research Archive Show summary

  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.

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• Gudmundsdottir, Greta Björk & Hatlevik, Ida Katrine R (2020). Er lærerne rustet til å møte fremtiden? utdanningsforskning.no.
• Hatlevik, Ida Katrine R & Hatlevik, Ove Edvard (2017). Antecedents of teachers’ self-efficacy for using ICT in their teaching practice .
• Hatlevik, Ida Katrine R & Havnes, Anton (2017). Perspektiver på læring i profesjonsutdanninger - fruktbare spenninger og meningsfulle sammenhenger. In Mausethagen, Sølvi & Smeby, Jens-Christian (Ed.), Kvalifisering til profesjonell yrkesutøvelse. Universitetsforlaget. ISSN 9788215026459. p. 191–203.
• Hatlevik, Ida Katrine Riksaasen (2015). Meningsfulle sammenhenger, kompetanseutvikling og læringsutbytte.
• Hatlevik, Ida Katrine Riksaasen (2015). Meningsfulle sammenhenger og studenters kompetanseutvikling.
• Hatlevik, Ida Katrine Riksaasen & Lassen, Kjersti (2015). Teori er viktigere enn vi tror for å gjøre en god jobb. [Internet]. forskning.no.
• Hatlevik, Ida Katrine Riksaasen & Smeby, Jens Christian (2012). Programme coherence and epistemological beliefs.
• Hatlevik, Ida Katrine Riksaasen & Smeby, Jens Christian (2012). Clashing epistemological beliefs?
• Munthe, Elaine; Caspersen, Joakim & Riksaasen Hatlevik, Ida Katrine (2007). Report to Eurydice. Teachers' autonomy- Norway.
• Hatlevik, Ida Katrine Riksaasen; Leseth, Anne; Osland, Oddgeir; Alecu, Andreea Ioana; Hougaard, Peter Forde & Nordberg, Tanja Haraldsdottir [Show all 7 contributors for this article] (2015). Utdanningskvalitet i sykepleieutdanningene ved Høgskolen i Oslo og Akershus. Høgskolen i Oslo og Akershus. ISSN 1893-4609.
• Hatlevik, Ida Katrine Riksaasen (2014). Meningsfulle sammenhenger En studie av sammenhenger mellom læring på ulike arenaer og utvikling av ulike aspekter ved profesjonell kompetanse hos studenter i sykepleier-, lærer- og sosialarbeiderutdanningene . Høgskolen i Oslo og Akershus. ISSN 978-82-93208-77-8. Full text in Research Archive
• Hatlevik, Ida Katrine Riksaasen (2012). Praksis i studiene. En undersøkelse blant praksisveiledere, faglærere og studenter ved fem profesjonsutdanninger. Høgskolen i Oslo og Akershus. ISSN 978-82-93208-06-8. 2012(2).
• Hatlevik, Ida Katrine Riksaasen; Caspersen, Joakim; Nesje, Kjersti & Vindegg, Jorunn (2011). Praksis og teori. En undersøkelse blant undervisningspersonalet ved fem profesjonsutdanninger. Høgskolen i Oslo.
• Hatlevik, Ida Katrine Riksaasen (2009). Avgangsstudenten - Studentenes vurdering av undervisning, praksis, studieforhold, tilegnet kompetanse, studieatferd og fremtidig utdanning. Høgskolen i Oslo og Akershus. ISSN 978-82-579-4668-5.
• Grøgaard, Jens B.; Hatlevik, Ida Katrine Riksaasen & Markussen, Eifred (2004). Eleven i fokus? En brukerundersøkelse av norsk spesialundervisning etter enkeltvedtak. NIFU. ISSN 82-7218-493-1.
• Brandt, Synnøve Skjersli & Hatlevik, Ida Katrine Riksaasen (2003). Skreddersydd yrkesfaglærerutdanning? En undersøkelse av den treårige yrkesfaglærerutdanningen. Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 0808-4572.
• Markussen, Eifred; Brandt, Synnøve Skjersli & Hatlevik, Ida Katrine Riksaasen (2003). Høy pedagogisk bevissthet og tett oppfølging: Om sammenheng mellom pedagogikk og faglig og sosialt utbytte av videregående opplæring for elever med spesialundervisning. NIFU. ISSN 82-7218-475-3.
• Hatlevik, Ida Katrine Riksaasen & Sandberg, Nina (2003). Å lære gjennom samarbeid: Evaluering av satsingen på samarbeidslæring innenfor videregående opp-læring i Akershus fylkeskommune. NIFU. ISSN 82-7218-473-7.
• Hatlevik, Ida Katrine Riksaasen (2002). Gode råd? En studie av utdannings- og yrkesveiledning i videregående skole med vekt på veiledning i forbindelse med valg og bortvalg av realfag. Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 0808-4572.
• Hatlevik, Ida Katrine Riksaasen (2001). Studiekvalitet i mastergradene. Studenters erfaringer fra forsøk med masterstudier. NIFU skriftserie nr. 1/2001. Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 0808-4572. Show summary

  1999 ga Kirke- utdannings- og forskningsdepartementet 5 statlige høgskoler anledning til å delta i en prøveordning med i alt 6 masterstudium for norske studenter. Disse studiene er: Logistikk ved Høgskolen i Molde Samfunnssikkerhet ved Høgskolen i Stavanger Reiseliv ved Høgskolen i Finnmark Samfunnsplanlegging ved Høgskolen i Volda Offentlig administrasjon ved Høgskolen i Agder IT og informasjonssystemer ved Høgskolen i Agder Denne rapporten er utarbeidet på oppdrag fra Norgesnettrådet og skal inngå som en del av underlagsmaterialet for den eksterne evalueringskomiteen som skal evaluere forsøkene med mastergrader. Rapporten bygger på intervjuer med et utvalg studenter ved hvert studium og belyser deres erfaringer med og vurderinger av ulike forhold som har betydning for studiekvalitet. I rapporten beskrives studentenes vurdering av studiekvaliteten ved de enkelte mastergradene ved hjelp av underkategoriene; inntakskvalitet, rammekvalitet, styringskvalitet, programkvalitet, undervisningskvalitet, resultatkvalitet og relevans.

• Hatlevik, Ida Katrine Riksaasen & Norgård, Jorunn Dahl (2001). Myter og fakta om språk: Pensumlitteratur på grunnivå i høyere utdanning. NIFU. ISSN 82-7218-447-8.
• Hatlevik, Ida Katrine Riksaasen (2000). Styring og regulering av sykepleier-, lærer- og ingeniørutdanningen i fire land: En sammenlignende studie av Norge, England, Finland og Nederland. NIFU. ISSN 82-7218-426-5.

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