Our latest publications
Below you will find a list over our last 100 publications, as registered in Cristin. The list includes scientific articles and book chapters, books and scientific lectures.
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Magnusson, Camilla Gudmundsdatter & Johansen, Sondre Tarald
(2024).
"It's like watching a movie at quarter speed, it quickly becomes tragic" - vocational students' motivation for reading literary texts.
Acta Didactica Norden (ADNO).
ISSN 2535-8219.
18(1).
doi:
10.5617/adno.10060.
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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.
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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.
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Nilsen, Trude & Teig, Nani
(2024).
Discussions of Findings on Teacher Practice Across Countries, Time, and Chapters.
IEA Research for Education.
ISSN 2366-1631.
p. 277–293.
doi:
10.1007/978-3-031-49580-9_10.
Full text in Research Archive
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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.
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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.
p. 251–276.
doi:
10.1007/978-3-031-49580-9.
Full text in Research Archive
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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.
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Nilsen, Trude & Teig, Nani
(2024).
Analytical Framework.
IEA Research for Education.
ISSN 2366-1631.
p. 35–56.
doi:
10.1007/978-3-031-49580-9_3.
Full text in Research Archive
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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.
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Teig, Nani; Nilsen, Trude & Hansen, Kajsa Yang
(2024).
Theoretical Framework of Teacher Practice.
IEA Research for Education.
ISSN 2366-1631.
p. 21–33.
doi:
10.1007/978-3-031-49580-9_2.
Full text in Research Archive
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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.
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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.
p. 1–19.
doi:
10.1007/978-3-031-49580-9_1.
Full text in Research Archive
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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.
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Elvebakk, Lisbeth & Blikstad-Balas, Marte
(2024).
Creating possibilities for critical literacy in the classroom - a study of L1 student teachers' didactic reflections.
Acta Didactica Norden (ADNO).
ISSN 2535-8219.
18(1).
doi:
10.5617/adno.10205.
Show summary
Critical literacy has gained an essential position in educational research in the Nordic countries. The interest is frequently related to changes in the text culture. In a Norwegian context it is also related to the introduction of a new curricula (LK20) with increased attention to critical perspectives. This article examines a group of future L1-teachers understanding of literacy and how they facilitate for critical literacy in the classroom during their internship in school. The article is based on observation during a course in subject didactics in a teacher education program and qualitative interviews with 20 teacher students. The study shows a diversity in the students understanding of literacy. However, we find two main tendencies in the material: A group of students perceive literacy as a broad communicative competence that encompasses understanding, interpretation and production of text, and they see texts as part of a social context. They regard textual competence as a prerequisite for civic participation, and link reading and writing instruction to the pupils' opportunities for knowledge acquisition and citizenship. A smaller group of students express a far narrower understanding. For these students, text competence is basic reading and writing skills exclusively. The study also shows that students in both groups mainly plan for training of basic reading and writing skills. Only a small minority of students facilitate text work that promotes critical literacy. There may be a correlation between students' perception of literacy and text practices in the classroom. The article discusses possible implications in teacher education.
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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),
p. 23–44.
Show summary
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.
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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.
Full text in Research Archive
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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.
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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),
p. 124–146.
doi:
10.1080/10627197.2024.2354311.
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Johannesen, Monica; Øgrim, Leikny & Hatlevik, Ove Edvard
(2024).
Teachersʼ Professional Digital Competence – The Neglected Management of Technology-rich Classrooms?
Nordic Journal of Digital Literacy.
ISSN 1891-943X.
19(2),
p. 64–81.
doi:
10.18261/njdl.19.2.2.
Show summary
The research presented in this article aims to gain increased knowledge on how to conceptualise classroom management as a transdisciplinary competence within professional digital competence (PDC). We employ two different conceptual frameworks on teachersʼ PDC and a small set of empirical data to illustrate classroom management issues in teaching practice. The two approaches include the Technical Pedagogical Content Knowledge (TPACK) model, including technological, pedagogical and content knowledge as well as contextual knowledge, and the European Framework for the Digital Competence of Educators (DigCompEdu), which illustrates PDC in terms of six educator-specific competences. Two snapshots of student teachersʼ classroom practices are analysed and the analytic strengths and weaknesses of the two approaches are demonstrated. The snapshots indicate that the conceptual frameworks differ in addressing issues of classroom management in technology-rich classrooms, which is a crucial part of teachersʼ PDC. We recommend further investigation into relevant classroom management concepts, which, in turn, can be used as indicators of teachersʼ PDC and increase the analytic strength of the conceptual frameworks for education research.
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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),
p. 103–118.
doi:
10.5617/nordina.9335.
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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.
p. 1–15.
doi:
10.1080/01416200.2024.2353042.
Full text in Research Archive
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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.
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Bakken, Jonas
(2024).
Språk og litteratur - to oppgavekulturer i konflikt?
In Ohlsson, Anders; Sigrell, Anders; Strand, Paul & Sundby, Martin (Ed.),
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.
p. 11–25.
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Brevik, Lisbeth M.
(2024).
Student teachers as co-researchers: connecting research and education in the Co-research model.
In Hatlevik, Ida K. Riksaasen; Jakhelln, Rachel Elise & Jorde, Doris (Ed.),
Transforming University-based Teacher Education through Innovation: A Norwegian Response to Research Literacy, Integration and Technology.
Routledge.
ISSN 9781032667898.
p. 116–130.
doi:
10.4324/9781032693798-10.
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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.
p. 123–139.
doi:
10.18261/npt.108.2.4.
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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.
Full text in Research Archive
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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.
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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),
p. 1–19.
doi:
10.26203/wwch-3d45.
Full text in Research Archive
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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),
p. 1–19.
Full text in Research Archive
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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.
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Dewilde, Joke
(2024).
Multilingualism as a theme for the master's thesis investigation.
In Hatlevik, Ida K. Riksaasen; Jakhelln, Rachel Elise & Jorde, Doris (Ed.),
Transforming University-based Teacher Education through Innovation: A Norwegian Response to Research Literacy, Integration and Technology.
Routledge.
ISSN 9781032667898.
p. 131–142.
doi:
10.4324/9781032693798-11.
Full text in Research Archive
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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.
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Sundqvist, Pia
(2024).
Extramural English as an individual difference variable in L2 research: Methodology matters.
Annual Review of Applied Linguistics.
ISSN 0267-1905.
p. 1–13.
doi:
10.1017/S0267190524000072.
Full text in Research Archive
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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.
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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
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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.
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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
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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.
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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
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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.
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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
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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.
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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
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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.
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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),
p. 57–71.
doi:
10.5617/nordina.10094.
Full text in Research Archive
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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.
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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.
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Sundqvist, Pia & Nilsson, Rickard
(2024).
Integrating commercial-off-the-shelf games in L2 English vocabulary instruction.
In Lee, Ju Seong; Zou, Di & Gu, Michelle Mingyue (Ed.),
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.
p. 3–15.
doi:
10.1007/978-3-031-51540-8_1.
Full text in Research Archive
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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.
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Blikstad-Balas, Marte & Jenset, Inga Staal
(2024).
Using Video to Foster Teacher Development Improving Professional Practice through Adaptation and Reflection.
Routledge.
ISBN 9781003427414.
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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
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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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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 p.
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Baraldsnes, Dziuginta; Werler, Tobias Christoph & Lillesund, Gaute
(2024).
Antimobbetiltak er pedagogiske handlinger.
Fagbokforlaget.
ISBN 978-82-450-4750-9.
279 p.
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Werler, Tobias Christoph & Sæverot, Herner
(2024).
Pedagogiske handlinger.
Fagbokforlaget.
ISBN 9788245047509.
View all works in Cristin
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Rindal, Ulrikke & Sundqvist, Pia
(2024).
Oh my gosh! Emotion and engagement with extramural English among 6-year-olds.
Show summary
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.
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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.
Show summary
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.
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Bakken, Jonas
(2024).
"Fremtidens Forbrydelser eller Lærerens frihet". Hvordan kan - og bør - norsklæreplanen se ut i 2035?
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Bakken, Jonas
(2024).
"Fremtidens Forbrydelser eller Lærerens frihet". Hvordan kan - og bør - norsklæreplanen se ut i 2035?
Norsklæreren.
ISSN 0332-7264.
48(2),
p. 59–69.
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Reda, Fatima
(2024).
Mellom skjerm og språk: En narrativ analyse av arabisktalende søskens bruk av digitale ressurser i arbeid med muntlighet.
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Dewilde, Joke & Roland, Victoria
(2024).
Nyankomne elevers bruk og opplevelse av det flerspråklige læremiddelet Hugin og Munin.
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Knain, Erik; Skauge, Tom Roger & Larssæther, Stig
(2024).
UH-sektorens ansvar for bærekraft: Handling eller grønnvasking?
Khrono.no.
ISSN 1894-8995.
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Rindal, Ulrikke
(2024).
Engelskundervisning med hånddukken Lucy.
Bedre Skole.
ISSN 0802-183X.
1,
p. 39–43.
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Paul, Sylvaine & Hall, Jeffrey
(2024).
Pause concept : le leadership du changement.
[Internet].
https://www.ih2ef.gouv.fr/la-collection-pause-concept.
Show summary
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.
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Beiler, Ingrid Rodrick & Dewilde, Joke
(2024).
Multilingual practices and epistemic injustice in a Norwegian adult basic education program.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Dodou, Katherina & Brevik, Lisbeth M.
(2024).
Utforskande litteraturundervisning + estetiskt-produktiva angreppssätt = sant?
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Kaatari, Henrik; Larsson, Tove; Wang, Ying & Sundqvist, Pia
(2024).
The impact of extramural English activities on lexical sophistication in intermediate-level L2 student writing.
Show summary
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.
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Sundqvist, Pia & Ulfat, Nasrin
(2024).
Another STAGE for learning: Starting age of formal instruction, extramural English, and L2 English proficiency levels.
Show summary
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.
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Prophète, Elien; Sundqvist, Pia & Peters, Elke
(2024).
Comparing quantitative instruments for mapping extramural English: Young learners’ exposure, writing skills and grammaticality judgements.
Show summary
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.
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Dewilde, Joke
(2024).
Fra Bollywood og FC Barcelona til skoleoppgaver: Å knytte sammen skriving innenfor og utenfor skolen.
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Blikstad-Balas, Marte
(2024).
Hva skjer med språket i det digitale klasserommet?
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Jammeh, Binta-Victoria; Granlund, Lise; Erdal, Silje Førland & Lenz, Claudia
(2024).
Forskerperspektivet på Involve to Evolve. .
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Jammeh, Binta-Victoria; Lenz, Claudia; Erdal, Silje Førland & Granlund, Lise
(2024).
Demokratilæring i møte med marginaliserte elever- hvem eller hva skal "løftes"? .
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Gunnulfsen, Ann Elisabeth & Abrahamsen, Hedvig Neerland
(2024).
School leadership and power tensions in realizing curriculum reform Supporting recourses external actors and dilemmas.
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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.
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Hall, Jeffrey
(2024).
Skolen som arbeidsplass og arbeidsgiver: et organisasjonsperspektiv .
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Lomsdalen, Christian; Gunnulfsen, Ann Elisabeth & Hall, Jeffrey
(2024).
Om rektor som rettsanvender (Podcast, Lektor Lomsdalens innfall).
[Internet].
https://lektorlomsdalen.no/.
Show summary
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.
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Prophète, Elien; Sundqvist, Pia & Peters, Elke
(2024).
Linking input and acquisition: Young learners’ extramural English, writing and grammar skills before English instruction.
Show summary
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.
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Sundqvist, Pia; Gyllstad, Henrik; Peters, Elke; Rindal, Ulrikke; Skar, Gustaf B. & Ulfat, Nasrin
(2024).
First-graders know L2 English vocabulary – viewing, gaming, YouTube.
Show summary
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.
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Werler, Tobias Christoph & Berg-Brekkhus, Åshild
(2024).
Cooperation on Temporal Logics: Navigation Challenges and Requirements between Teachers and Teacher Education.
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Sundby, Anniken Hotvedt & Ottesen, Eli
(2024).
Digitale læreplaner og læreres handlingsrom.
Bedre Skole.
ISSN 0802-183X.
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Dewilde, Joke
(2024).
Flerspråklighet som ressurs i voksenopplæringa.
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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.
Show summary
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.
View all works in Cristin