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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.
-
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.
-
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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Klette, Kirsti & Jenset, Inga Staal
(2023).
Measuring Teacher Quality:some Nordic experience. Presentation for faculty at University of Pennsylvania.
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Aalde, Oddvar & Jenset, Inga Staal
(2023).
Study program leaders’ perceptions
of coherence and strategies for
creating coherent TE programs.
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Jenset, Inga Staal
(2023).
Hva kan vi lære av hverandre? Gode eksempler fra den nasjonale evalueringen av lektorutdanningen
.
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Jenset, Inga Staal
(2023).
Livslang lærerutdanning? Presentasjon for personalseminar på NMBU
.
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Jenset, Inga Staal & Knain, Erik
(2023).
Identifying and supporting teachers’ professional development needs through assessment and self-reflection. Presentation for the Education and Innovation Practice Community (EIPC)
.
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Jenset, Inga Staal
(2023).
Nasjonal styring av lektorutdanningene
Presentasjon av funn fra NOKUT evalueringen for Ekspertgruppen om styring av lærerutdanning.
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Klette, Kirsti; Jenset, Inga Staal & Brataas, Gøril
(2023).
Using Core Practices to Improve Connections between Theory and Practice in Teacher Education.
-
-
-
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Jenset, Inga Staal
(2022).
Funn fra evalueringen av lektorutdanning for trinn 8 – 13. .
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Jenset, Inga Staal & Brataas, Gøril
(2022).
Video-Based Discussions in Teacher Education: Teacher Candidates’ Reasoning across Coursework and Fieldwork .
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Jenset, Inga Staal & Brataas, Gøril
(2022).
Video as Instructional Tool: Facilitation Moves to Support Teacher Candidates' Ability to Notice and Reason.
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Jenset, Inga Staal & Brataas, Gøril
(2022).
Video-Based Discussions in Teacher Education: Teacher Candidates’ Reasoning across Coursework and Fieldwork .
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Jenset, Inga Staal & Canrinus, Esther Tamara
(2022).
Monitoring Opportunities to Study Practice in Teacher Education – Teacher Candidates’ Perspectives .
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Brataas, Gøril & Jenset, Inga Staal
(2021).
Teacher Candidates’ Take up From a Campus Intervention: How teacher candidates enact scaffolding techniques in language arts during fieldwork.
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Jenset, Inga Staal & Brataas, Gøril
(2021).
Facilitation to Support Reasoning in Teacher Education.
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Jenset, Inga Staal
(2019).
Fra egen undervisningspraksis til forskningspublikasjon.
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Jenset, Inga Staal
(2019).
Nye oppgavetyper i lærerutdanningen: Progresjon og kobling til praksis.
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Jenset, Inga Staal
(2018).
Praksis ved lærerutdanningen ved UiO.
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Jenset, Inga Staal
(2018).
Hvordan koble grunnskolelærerstudenters egen praksis og egen forsking?
.
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Jenset, Inga Staal; Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen Moore
(2018).
What is the role of theory and practice in a research-based teacher education? A teacher candidate perspective across five programs.
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Klette, Kirsti; Hammerness, Karen Moore; Canrinus, Esther Tamara; Jenset, Inga Staal & Goh, Pauline
(2018).
An international comparative study of vision, coherence and opportunities to learn in practice.
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Jenset, Inga Staal; Klette, Kirsti & Hammerness, Karen
(2017).
Exploring the 'problem of enactment' in teacher education coursework.
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Jenset, Inga Staal; Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen
(2017).
Opportunitites to analyze pupils' learning at campus: A key challenge in Teacher education?
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Jenset, Inga Staal; Klette, Kirsti; Hammerness, Karen; Bergem, Ole Kristian; Dossil, Cristina González & Pedroso, Sergio Ballester
(2017).
Panel: Coherencia entre la teoría y la práctica en la formación de profesores.
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Jenset, Inga Staal; Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen
(2017).
Teacher Candidates' Opportunities to Analyze Students' Learning: A Key Challenge in Teacher Education?
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Jenset, Inga Staal; Klette, Kirsti & Hammerness, Karen
(2017).
Opportunities to Enact Practice Within Coursework on Campus.
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Canrinus, Esther Tamara & Jenset, Inga Staal
(2016).
Coherence. Paper presented as part of Symposium of the Coherence and Assignment in Teacher Education (CATE) Study.
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Jenset, Inga Staal & Canrinus, Esther Tamara
(2016).
Enactment of practice. Paper presented as part of Symposium of the Coherence and Assignment in Teacher Education (CATE) Study.
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Jenset, Inga Staal; Klette, Kirsti & Hammerness, Karen
(2016).
Linking practice to theory in teacher education–an examination of talk about field placement within coursework at campus.
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Jenset, Inga Staal; Klette, Kirsti & Hammerness, Karen Moore
(2016).
Linking practice to theory in teacher education: Teacher candidates’ opportunities to talk about field experiences.
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Klette, Kirsti; Jenset, Inga Staal & Hammerness, Karen Moore
(2016).
Towards convergence in teacher education? Program coherence in Finland, Norway, Chile, Cuba and the US.
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Jenset, Inga Staal
(2015).
Linking theory and practice in teacher education: how extensive are the teacher candidates’ opportunities to enact practice within their coursework at campus?
.
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Jenset, Inga Staal
(2015).
Opportunities to Enact Practice in Campus Methods Courses.
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Jenset, Inga Staal
(2014).
Linking theory and practice in teacher education. Examining teacher candidates’ opportunities to link to practice from their coursework at campus.
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Jenset, Inga Staal
(2014).
Koherens og sammenheng i lærerutdanningen: Komparative perspektiver på hvordan man kobler teori - praksis.
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Jenset, Inga Staal & Klette, Kirsti
(2014).
CATE comparative results. Paper presented for faculty and staff.
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Jenset, Inga Staal & Klette, Kirsti
(2014).
CATE comparative results. Paper presented for faculty and staff.
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Jenset, Inga Staal
(2013).
Measuring “Structural” Coherence throughout Program Features. Program Data from the Coherence and Assignments in Teacher Education (CATE) project.
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Jenset, Inga Staal & Brataas, Gøril
(2002).
Video-Based Discussions in Teacher Education: Teacher Candidates’ Reasoning across Coursework and Fieldwork .
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Jenset, Inga Staal & Brataas, Gøril
(2002).
Video as a Tool for Discussion: Teacher Candidates’ Reasoning across Coursework and Fieldwork .
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Jenset, Inga Staal
(2017).
Practice-Based Teacher Education Coursework: An Examination of the Extent and Characteristics of How Teacher Education Coursework Is Grounded in Practice Across Six Teacher Education Programs in Finland, Norway and California, US.
.
Universitetet i Oslo.
Fulltekst i vitenarkiv
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Klette, Kirsti; Lund, Andreas; Knudsen, Geir; Mathiassen, Ketil; Jenset, Inga Staal & Vinjar, Mari Bjørnsdotter
[Vis alle 9 forfattere av denne artikkelen]
(2011).
Fagvisjoner i pedagogisk praksis: Program for Utdanning av Pedagogiske faglærere ved ILS (PUPILS). Sluttrapport fra utredningskomitéen for en modell for fornying av lærerutdanningen ved Institutt for lærerutdanning og skoleforskning ved UiO.
Universitetet i Oslo.
