Academic Interests
- Dialogic teaching
- ICT and learning
- Classroom interaction
- Learning in higher education
- Competency Development
Teaching
Background
- 2018 - : Ph.D. student at the Departement of Education
- 2015 - 2017: Master of Pedagogy: Communication, Design and Learning (2017)
- 2012 - 2015: Teacher at Borgheim ungdomsskole
- 2008 - 2012: Teacher education, University of Vestfold
Tags:
Education,
ICT and learning,
Classroom research,
Higher education
Publications
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Bastiansen, Sofie & Wittek, Anne Line
(2023).
Problem-Based Peer Group Mentoring: A Tool for Faculty Development,
Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration.
Springer.
ISSN 9783031374579.
p. 131–154.
doi:
10.1007/978-3-031-37458-6_8.
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Wittek, Anne Line & Bastiansen, Sofie
(2021).
"Problemrettet veiledning i gruppe" som verktøy til utvikling av veilederrollen.
In Wittek, Anne Line & de Lange, Thomas (Ed.),
Kollegaveiledning i høyere utdanning.
Universitetsforlaget.
ISSN 9788215048420.
p. 160–180.
Full text in Research Archive
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Esterhazy, Rachelle; de Lange, Thomas; Wittek, Anne Line & Bastiansen, Siri Sofie Vasrud
(2021).
Kollegaveileding i høyere utdanning: Hva sier internasjonal forskning?
In Wittek, Anne Line & de Lange, Thomas (Ed.),
Kollegaveiledning i høyere utdanning.
Universitetsforlaget.
ISSN 9788215048420.
p. 27–47.
View all works in Cristin
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Bastiansen, Siri Sofie Vasrud; de Lange, Thomas & Wittek, Anne Line
(2020).
Unpacking the Problem: Analysing the implementation of peer-group mentoring for master supervisors.
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Bastiansen, Siri Sofie Vasrud & de Lange, Thomas
(2019).
Data Management in the PeTS project - In accordance with the new GDPR-regulations
.
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Bastiansen, Siri Sofie Vasrud; de Lange, Thomas & Wittek, Anne Line
(2019).
‘How do I handle this case?’ Analysing the implementation of peer-tutoring group work for master supervisors.
Show summary
Aims: the focus in this paper is to empirically examine how a peer review approach is implemented and managed in practice. The contextual basis of this examination is peer review of supervision (PRS) with a focus on improving the master supervision at a specific faculty at a large university in Norway. The PRS is an approach where supervisors participate in structured, group-based collaborative peer tutoring sessions.
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Esterhazy, Rachelle; de Lange, Thomas; Bastiansen, Siri Sofie Vasrud & Wittek, Anne Line
(2019).
Conceptualising peer review of teaching in higher education—a framework synthesis approach.
Show summary
This review study relates to the PeTS project’s aim of studying and developing collaborative communities of practice in supervision and teaching in a University setting. The project focuses on the ways in which teachers observe and provide feedback on each other’s classroom teaching or supervision practices. As a point of departure for this paper, we use the term peer review of teaching (PRT) to refer to all practices that involve peer observation, tutoring and mentoring of both teaching and supervision among academic teachers at higher education institutions.
View all works in Cristin
Published
June 22, 2018 3:23 PM
- Last modified
Nov. 30, 2022 10:39 AM