Anne Line Wittek

• 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. s. 131–154. doi: 10.1007/978-3-031-37458-6_8.
• Wittek, Anne Line (2023). Feedback in the Context of Peer Group Mentoring: A Theoretical Perspective, Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. s. 23–38. doi: 10.1007/978-3-031-37458-6_2.
• de Lange, Thomas & Wittek, Anne Line (2023). Experiences from the PeTS Project: What Lessons Have We Learned, and How Should We Proceed? Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. doi: 10.1007/978-3-031-37458-6_10.
• de Lange, Thomas & Wittek, Anne Line (2023). Analysing the Emergence of Trust in Peer Group Mentoring, Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. doi: 10.1007/978-3-031-37458-6_9.
• de Lange, Thomas; Esterhazy, Rachelle & Wittek, Anne Line (2023). Peer Group Mentoring Among Faculty Staff in Higher Education, Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. doi: 10.1007/978-3-031-37458-6_1.
• Wittek, Anne Line; Kartzow, Marianne Bjelland & Hermansen, Hege (2023). Interactional Dynamics in Observation-Based Peer Group Mentoring. I de Lange, Thomas & Wittek, Anne Line (Red.), Faculty Peer Group Mentoring in Higher Education: Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 978-3-031-37457-9.
• Wittek, Anne Line; de Lange, Thomas & Kirkevold, Marit (2023). Supervisors supporting supervisors in the context of higher education. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2023.2175239. Vis sammendrag

  This paper reports on a study investigating the implementation of peer support groups (PSGs) for the purpose of supervisor development in higher education. The context for the study is a national doctoral programme in Norway, where PSGs were introduced as an important part of measures aimed at the development of PhD supervisors. The aim of the PSGs was to establish forums for discussions of specific challenges that the supervisors faced in their supervision. Furthermore, our aim was to contribute to supervision development via meaning-making, problem-structuring and problem-solving. The supervisors discuss challenges from their own supervision practices according to a specific five-phase model. Using a combination of thematic analysis and interaction analysis, we found that the discussions enabled by the PSGs resulted in altered comprehensions of the challenging situations the supervisors faced, as well as thoroughly considered strategies with which to progress.

• de Lange, Thomas; Wittek, Anne Line & Bjerknes, Audun (2022). Trust in Peers: Conditions of Trust in Faculty-Based Peer Review of Teaching in Norway. Higher Education Dynamics. ISSN 1571-0378. 57, s. 117–130. doi: 10.1007/978-3-030-87037-9_8.
• Esterhazy, Rachelle; de Lange, Thomas; Bastiansen, Sofie & Wittek, Anne Line (2021). Moving Beyond Peer Review of Teaching: A Conceptual Framework for Collegial Faculty Development. Review of Educational Research. ISSN 0034-6543. 91(2), s. 237–271. doi: 10.3102/0034654321990721. Fulltekst i vitenarkiv
• Mårtenson, Katarina & Wittek, Anne Line (2021). Kollegialitet som utvecklande kraft i hogre utbildning. I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 211–219.
• Wittek, Anne Line & Bastiansen, Sofie (2021). "Problemrettet veiledning i gruppe" som verktøy til utvikling av veilederrollen. I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 160–180. Fulltekst i vitenarkiv
• Wittek, Anne Line; Kartzow, Marianne Bjelland & Hermansen, Hege (2021). Hva skjer i dialogene? Om samtaledynamikker i kollegaveiledning og potensial for læring. I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 81–102.
• Wittek, Anne Line (2021). Feedback mellom kolleger - et teoretisk perspektiv. I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 48–63.
• de Lange, Thomas & Wittek, Anne Line (2021). Erfaringer fra PeTS-prosjektet: Hva har vi lært, og hvordan går vi videre? I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 201–2010.
• de Lange, Thomas & Wittek, Anne Line (2021). Tillit - en 'bærebjelke' i kollegial veileding? I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 181–203.
• Esterhazy, Rachelle; de Lange, Thomas; Wittek, Anne Line & Bastiansen, Siri Sofie Vasrud (2021). Kollegaveileding i høyere utdanning: Hva sier internasjonal forskning? I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 27–47.
• Wittek, Anne Line & de Lange, Thomas (2021). En bok om kollegaveileding. I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 13–26.
• Wittek, Anne Line & de Lange, Thomas (2021). Action learning as means for supervisor development. I Lee, Anne & Bongaardt, Rob (Red.), The Future of Doctoral Research. Challenges and Opportunities. Routledge. ISSN 9780367858490.
• Eik, Liv Torunn; Lyberg, Anne Marit & Wittek, Anne Line (2020). Kollegaveiledning i "Teacher support teams": En egnet metode for profesjonskvalifisering for lærere i høyere utdanning? NORDVEI: Nordisk tidsskrift i veiledningspedagogikk. ISSN 2535-3047. 5(e3041). doi: 10.15845/ntvp.v5i1.3041. Fulltekst i vitenarkiv Vis sammendrag

  Studien omhandler erfaringer med kollegaveiledning i «Teacher support teams» (TST) ved et norsk universitet. Hensikten var å undersøke om veiledning i slike team kan være en egnet metode for profesjonskvalifisering hos lærere i høyere utdanning. Forskningsspørsmålene er: Hvilke utfordringer og temaer blir tatt opp i teamene? Hvilket læringsutbytte rapporterer universitetslærerne fra sin deltakelse? Studien har et kvalitativt og utforskende design og bygger på fire fokusgruppeintervjuer med 16 deltakere fra to ulike fakulteter. Resultatene viser at arbeid i TST fører til kollektiv læring og mindre faglig isolasjon. Lærerne gir uttrykk for stort læringsutbytte. Deltakere i grupper på tvers av fakultetene er mest fornøyd. Studien konkluderer med at kollegial veiledning kan være en egnet metode for læreres profesjonskvalifisering og for kvalitetsutvikling i høyere utdanning og skape motvekt til den individuelle kulturen som ofte preger undervisningsarbeidet.

• Prøitz, Tine Sophie; Wittek, Anne Line & de Lange, Thomas (2020). Layers of Consistency in Study Programme Planning and Realization. I Elken, Mari; Maassen, Peter; Nerland, Monika; Prøitz, Tine Sophie; Stensaker, Bjørn & Vabø, Agnete (Red.), Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISSN 978-3-030-41756-7. s. 79–96. doi: 10.1007/978-3-030-41757-4_5.
• de Lange, Thomas; Wittek, Anne Line & Fossland, Trine (2020). Plenary Teaching: Examining Opportunities for Student Involvement and Knowledge Exploration in Large Classroom-Settings. I Elken, Mari; Maassen, Peter; Nerland, Monika; Prøitz, Tine Sophie; Stensaker, Bjørn & Vabø, Agnete (Red.), Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISSN 978-3-030-41756-7. s. 135–153. doi: https:/doi.org/10.1007/978-3-030-41757-4_8.
• Nordkvelle, Yngve Troye; Stalheim, Odd Rune; Fossland, Trine; de Lange, Thomas; Wittek, Anne Line & Nerland, Monika Bærøe (2020). Praksisnær undervisning med simulering og rollespill , Praksisnær undervisning – i praksis og teori. Cappelen Damm Akademisk. ISSN 9788202632588. s. 99–119. doi: 10.23865/noasp.94.ch6. Fulltekst i vitenarkiv Vis sammendrag

  Våre studenter i høyere utdanning ønsker at studiene deres er nyttige og relevante for deres framtidige arbeidskarriere, personlige utvikling og sosiale liv. Myndighetene ønsker at graden av mestring og gjennomstrømming øker, og at arbeidskraften er optimalt tilpasset dagens marked og framtidas uvisse krav om å være fleksibel, lærevillig og ha generelle kompetanser. En universalløsning er å gjøre studiene mer «praksisnære». Vi utfordres til å få studenter bedre i stand til å resonnere og forberede seg for «det praktiske», enten vi arbeider med konvensjonelle teoretiske emner, i profesjonsutdanninger eller i etterutdanning. Forfatterne av denne boka tar utgangspunkt i at arbeidet med å gjøre undervisningen – og dermed studiene – praksisnære ikke bare handler om yrkespraksis, men om praksis i vid forstand. Studenters virke på lærestedene, og de erfaringer og innsikter de bringer med seg inn og skaper seg gjennom å tilegne seg kompetanser, gjør dem også til praktikere. Å hjelpe dem til erkjennelse av egenverd, og til å se seg selv i det speilet av kunnskap, verdier og ferdigheter høyere utdanning kan være, er en av våre sentrale dannelsesoppgaver. Boka inneholder eksempler på hvordan studenter kan arbeide praksisnært og forskningsmessig, fra FoU-prosjekter knyttet til læring av fag, til teoretiske bidrag og til hvordan det teoretiske og det praktiske kan flyte sammen.

• de Lange, Thomas & Wittek, Anne Line (2020). Analysing the constitution of trust in peer-based teacher mentoring groups – a sociocultural perspective. Teaching in Higher Education. ISSN 1356-2517. s. 1–15. doi: 10.1080/13562517.2020.1724936. Fulltekst i vitenarkiv Vis sammendrag

  Trust is essential in any kind of peer-based mentoring. Taking a sociocultural view, this study focuses on how trust emerges relationally in a higher education context where colleagues observe and give feedback on one another’s teaching. The term peer mentoring refers here to a collaborative approach in which faculty staff observe and give feedback on one another’s teaching. The data in the study draw on video observations of and interviews with a four-member (senior faculty) peer group observed over a 5-month period. The analysis of the group interactions shows how the members made themselves vulnerable during peer review and reveals the implication of trust in this collaborative setting. The sociocultural perspective draws here attention to the key role of turn-taking rhythms in the interactions constituting the development of trust. This paper also discusses the significance of developing suitable conditions for trust when arranging peer-based review of teaching in higher education.

• Hontvedt, Magnus; Silseth, Kenneth & Wittek, Anne Line (2019). Professional Collaboration in Teacher Support Teams—A Study of Teacher and Nurse Educators’ Creative Problem-Solving in a Shared Space for Professional Development. Scandinavian Journal of Educational Research. ISSN 0031-3831. 65(2), s. 240–257. doi: 10.1080/00313831.2019.1665098. Fulltekst i vitenarkiv Vis sammendrag

  This paper reports on a study of Teacher Support Teams (TSTs) established to generate peer support and collaboration among teacher and nurse educators at a Norwegian university. In TST groups, educators share experiences from their own teaching practices and support one another in solving work-related problems. By the use of interaction analysis, three types of support were identified: (1) sharing solutions to teaching-related problems, (2) providing personal and emotional support and (3) creative problem-solving. The findings show that the participants’ dissimilar professional backgrounds and their positioning as “peers” rather than “experts” functioned as important drivers for creative problem-solving processes.

• Prøitz, Tine Sophie & Wittek, Anne Line (2019). New directions in doctoral programmes: bridging tensions between theory and practice? Teaching in Higher Education. ISSN 1356-2517. s. 1–19. doi: 10.1080/13562517.2019.1577813. Fulltekst i vitenarkiv Vis sammendrag

  The development of new types of doctoral education in the last decades is part of a comprehensive trend in higher education. This trend has increased the number of research students, developed new markets, and consolidated links between research and practice. This article explores the experiences of candidates and supervisors in doctoral programmes in Sweden, Denmark, and Norway. The study draws on empirical information from interviews, survey data and document analysis. It shows how the new doctorates are heralded as instruments for strengthening the links between researchers and practitioners and between theory and practice. The study also displays how doctoral programmes are plagued by structural, organisational, and conceptual vagueness; tensions embedded in the theory-practice dimension are left to the candidates to be solved. This study discusses how these tensions may affect the professional identity formation of the candidates and its implications for the development of new directions in doctoral education

• Nordkvelle, Yngve Troye; Stalheim, Odd Rune; Fossland, Trine; de Lange, Thomas; Wittek, Anne Line & Nerland, Monika (2019). Simulating: Bridging the Gap Between Practice and Theory in Higher Professional Education. I Trimmer, Karen; Newman, Tara & Padró, Fernando (Red.), Ensuring Quality in Professional Education Volume I. Palgrave Macmillan. ISSN 978-3-030-01095-9. s. 53–72. doi: 10.1007/978-3-030-01096-6_3.
• de Lange, Thomas & Wittek, Anne Line (2018). Creating shared spaces: developing teaching through peer supervision. Mind, Culture, and Activity. ISSN 1074-9039. 25(4), s. 324–339. doi: 10.1080/10749039.2018.1544645. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla; Wittek, Anne Line & Erstad, Ola (2018). Teachers, tools and accountable practices. Engaging with a wiki blog as a learning resource. Learning, Culture and Social Interaction. ISSN 2210-6561. 22, s. 1–13. doi: 10.1016/j.lcsi.2018.07.001. Fulltekst i vitenarkiv
• Steen-Utheim, Anna Therese & Wittek, Anne Line (2017). Dialogic feedback and potentialities for student learning. Learning, Culture and Social Interaction. ISSN 2210-6561. 15, s. 18–30. doi: 10.1016/j.lcsi.2017.06.002. Fulltekst i vitenarkiv
• Solbrekke, Tone Dyrdal; Wittek, Anne Line & Helstad, Kristin (2017). Læringsbaner og profesjonsidentitet. I Erixon, Per-Olof & Josephson, Olle (Red.), Kampen om texten: Eksamensarbetet i lärarutbildningen. Studentlitteratur AB. ISSN 978-91-44-11930-4. s. 171–188.
• Wittek, Anne Line; Solbrekke, Tone Dyrdal & Helstad, Kristin (2017). Med mappen som redskap i kampen om teksten. I Erixon, Per-Olof & Josephson, Olle (Red.), Kampen om texten: Eksamensarbetet i lärarutbildningen. Studentlitteratur AB. ISSN 978-91-44-11930-4. s. 97–126.
• Helstad, Kristin; Solbrekke, Tone Dyrdal & Wittek, Anne Line (2017). Exploring teaching academic literacy in mathematics in teacher education. Education Inquiry. ISSN 2000-4508. doi: 10.1080/20004508.2017.1389225. Fulltekst i vitenarkiv
• Stensaker, Bjørn; Van der Vaart, Rob; Solbrekke, Tone Dyrdal & Wittek, Anne Line (2017). The expansion of academic development: The challenges of organizational coordination and collaboration. I Stensaker, Bjørn; Bilbow, Grahame; Breslow, Lori & Van der Vaart, Rob (Red.), Strengthening teaching and learning in research universities. Strategies and initatives for institutional change.. Palgrave Macmillan. ISSN 978-3-319-56498-2. s. 19–42. doi: 10.1007/978-3-319-56499-9_2.
• Wittek, Anne Line; Solbrekke, Tone Dyrdal & Helstad, Kristin (2017). "You Learn How to Write from Doing the Writing, But You also Learn the Subject and the Ways of Reasoning". Outlines : Critical Social Studies. ISSN 1399-5510. 18(1), s. 81–108. Fulltekst i vitenarkiv
• Wittek, Anne Line (2016). Processes of Writing as Mediational Tool in Higher Education. Scandinavian Journal of Educational Research. ISSN 0031-3831. 62(3), s. 444–460. doi: 10.1080/00313831.2016.1258664.
• Wittek, Anne Line (2016). Processes of Writing as mediational tools in Higher Education. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2016.1258664.
• Wittek, Anne Line & Brandmo, Christian (2016). Om undervisning og læring. I Strømsø, Helge Ivar; Lycke, Kirsten Hofgaard & Lauvås, Per (Red.), Når læring er det viktigste. Undervisning i høyere utdanning.. Cappelen Damm Akademisk. ISSN 978-82-02-52728-0. s. 20–39.
• Thompson, Ian & Wittek, Anne Line (2016). Writing as a Mediational Tool for Learning in the Collaborative Composition of Texts. Learning, Culture and Social Interaction. ISSN 2210-6561. 11, s. 85–96. doi: 10.1016/j.lcsi.2016.05.004.
• Wittek, Anne Line (2015). Betydningen av refleksjon i høyere utdanning - Lederartikkel nr. 2, 2015. UNIPED. ISSN 1500-4538. 8(2), s. 110–111. doi: 10.18261/issn.1893-8981-2017-02-01.
• Wittek, Anne Line (2015). Ti år etter kvalitetsreformen - ingen økning i studiegjennomføringen - Lederartikkel nr. 3, 2015. UNIPED. ISSN 1500-4538. s. 160–163. doi: 10.18261/issn.1893-8981-01.
• Wittek, Anne Line; Askeland, Norunn & Aamotsbakken, Bente (2015). Learning from and about writing: A case study of the learning trajectories of student teachers. Learning, Culture and Social Interaction. ISSN 2210-6561. 6, s. 16–28. doi: 10.1016/j.lcsi.2015.02.001. Vis sammendrag

  Writing is an elaborate performance that connects student teachers' learning trajectories with their associated professional and disciplinary cultures. In this article, we highlight the role of writing in two related aspects: how writing works as a learning tool for a group of students in an educational training programme and how they plan to use writing in their own classrooms as future mother tongue teachers. To unpack the complexity of student learning regarding writing, we need to take into account the institutional relationships of authority that surround students' trajectories and how they mediate learning. Our theoretical approach holds three elements as central. The first is the concept of personal trajectories of learning (Dreier, 1999), which addresses students' processes of meaning-making as they participate in different writing activities, elaborate, learn, and position themselves. The second element is the concept of mediation (Wertsch, 2007), which refers to how contextual resources mediate collective and individual processes of learning and how these constitute opportunities and affordances for meaning-making. The third element in our analytical framework is a typology developed by Graue (2006), which suggests four different metaphors of writing. We argue that our analytical approach is proper for the purpose of investigating the complexity of student trajectories of learning from and about writing. Our empirical findings show that some resources explicitly and intentionally introduced to the students had little impact on their trajectories of learning. We argue that students benefit from writing in different genres, for the purpose of reporting as well as for interpretation and constitution. The final assessment has a particularly great impact on students' conceptualisations of writing. By deciding what counts for the final exam, important signals are given about the institutional relationships of authority; these are signals that act as a crucial mediational resource in the processes of learning.

• de Lange, Thomas & Wittek, Anne Line (2014). Research Genres as Knowledge Practices: Experiences in Writing Doctoral Dissertations in Different Formats. Journal of Educational Public Relations. ISSN 0741-3653. 35(3), s. 383–401. doi: 10.3138/jspr.35.3.383.
• Wittek, Anne Line (2014). Arven fra Vygotsky. I Wittek, Line & Stray, Janicke Heldal (Red.), Pedagogikk - en grunnbok. Cappelen Damm Akademisk. ISSN 978-82-02-41424-5. s. 286–300.
• Wittek, Anne Line (2014). Sosiokulturelle tilnærminger til læring. I Wittek, Line & Stray, Janicke Heldal (Red.), Pedagogikk - en grunnbok. Cappelen Damm Akademisk. ISSN 978-82-02-41424-5. s. 133–148.
• Wittek, Anne Line (2014). Learning from experience as a continual process : a Norwegian case study. I Ellis, Vivian Thomas & Orchard, Janet (Red.), Learning teaching from experience : multiple perspectives and international contexts. Bloomsbury Academic. ISSN 978-1-4725-1298-7. s. 175–190. doi: 10.5040/9781472593313.ch-011.
• Engelsen, Knut Steinar; Moser, Thomas & Wittek, Anne Line (2013). "...På nivå og omfang med..." Førstekvalifisering gjennom førstelektorløp - en analyse basert på erfaringer fra lærerutdanningene. UNIPED. ISSN 1500-4538. 36(4), s. 109–124. doi: 10.3402/uniped.v36i4.23091.
• Wittek, Anne Line (2013). SJANGER som struktur for doktorgradsløpet og veien videre som forsker. UNIPED. ISSN 1500-4538. 36(4), s. 5–19. doi: 10.3402/uniped.v36i4.23146.
• Wittek, Anne Line & Habib, Laurence (2013). Quality teaching and learning as practice within different disciplinary discourses. International Journal of Teaching and Learning in Higher Education. ISSN 1812-9129. 25(3), s. 275–287. Fulltekst i vitenarkiv

Se alle arbeider i Cristin

• de Lange, Thomas & Wittek, Anne Line (2023). Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer. ISBN 9783031374579. 61(61).
• de Lange, Thomas & Wittek, Anne Line (2023). Faculty Peer Group Mentoring in Higher Education: Developing Collegiality through Organised Supportive Collaboration. Springer. ISBN 978-3-031-37457-9. 222 s.
• Wittek, Anne Line & de Lange, Thomas (2021). Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISBN 9788215048420. 232 s.
• Wittek, Anne Line (2018). Identitet som lærer. Cappelen Damm Akademisk. ISBN 978-82-02-53332-8. 184 s.
• Wittek, Line & Stray, Janicke Heldal (2014). Pedagogikk - en grunnbok. Cappelen Damm Akademisk. ISBN 978-82-02-41424-5. 683 s.
• Wittek, Anne Line & Bratholm, Berit (2014). Læringsbaner : om lærernes læring og praksis. Cappelen Damm Akademisk. ISBN 978-82-02-40591-5. 146 s.

Se alle arbeider i Cristin

• Wittek, Anne Line (2024). What do we know about collegial sparring (Peer Group Mentoring)? .
• Wittek, Anne Line (2023). Kollegabaserte rettleiingsformer,faglege perspektiv og korleis møte «når livet buttar i mot» for kandidaten.
• Wittek, Anne Line (2023). Collegial supervision in practice.
• Wittek, Anne Line (2022). Kollegial veiledning.
• Wittek, Anne Line (2022). Å utvikle undervisning gjennom kollegial praksis. Vis sammendrag

  Å utvikle undervisning gjennom kollegial praksis Vitenskapelig ansatte jobber langt mer enn hva normalarbeidsdagen tilsier. Likevel har de økt sin forskningsproduksjon samtidig som de fortsatt bruker svært mye av sin tid på undervisning. Kravene til kvalitet i undervisningen har alltid vært høye, det nye er at kvalitet skal tilstrebes gjennom kollegialt samarbeid. Økte krav til effektivisering kombinert med økte krav til samarbeid og dialog oppfattes av mange som et paradoks. De som har deltatt i kollegaveiledning vet at det tar tid – tid som vi egentlig ikke har. Det tar tid å etablere tillitt og det tar tid finne en god form på dialogen. Likevel vil jeg argumentere for at man sparer tid og øker mulighetene for å lykkes med kvalitetsarbeid ved å samarbeide. Fra den internasjonale forskningslitteraturen vet vi imidlertid at noen former for samarbeid er bedre egnet enn andre til å utvikle både praksiser og de personene som deltar i dem. Dette vil bli utdypet i denne sesjonen.

• Wittek, Anne Line (2022). Kollegial veiledning - muligheter og snublesteiner. Vis sammendrag

  Kollegial veiledning – muligheter og snublesteiner Line Wittek, KKKP-fagdag, 1. Februar 2022 Abstract Vitenskapelig ansatte jobber langt mer enn hva normalarbeidsdagen tilsier (Stensaker 2021). Likevel har de økt sin forskningsproduksjon samtidig som de fortsatt bruker svært mye av sin tid på undervisning. Kravene til kvalitet i undervisningen har alltid vært høye, det nye er at kvalitet skal tilstrebes gjennom kollegialt samarbeid. Også når det gjelder forskning gjelder økte krav til samarbeid. Robuste forskningsmiljøer forutsetter samarbeid både institusjonelt, nasjonalt og internasjonalt, og er i dag en forutsetning for å få etablert og gjennomført forskningsprosjekter av en viss størrelse. Økte krav til effektivisering kombinert med økte krav til samarbeid og dialog oppfattes av mange som et paradoks. De som har deltatt i kollegaveiledning og responsgrupper vet at det tar tid – tid som vi egentlig ikke har. Det tar tid å etablere tillitt og det tar tid å finne en god form på dialogen (Wittek et. al. 2021). Likevel vil jeg argumentere for at man sparer tid og øker mulighetene for å lykkes med kvalitetsarbeid ved å samarbeide, både når det gjelder undervisning og forskning. Fra den internasjonale forskningslitteraturen vet vi imidlertid at noen former for samarbeid er bedre egnet enn andre til å utvikle praksiser og de personene som deltar i dem (Esterhazy et. al. 2021, Wittek 2021). For å finne frem til måter å samarbeide på som gir ønskede resultater, er disse spørsmålene særlig viktige: - Hvilke aspekter påvirker hvordan kollegial veiledning utspiller seg og hva man får ut av det? - Hva er det vi vil oppnå med kollegial veiledning hos oss? - Hvordan passer det best for oss å jobbe for å oppnå det vi ønsker å få til? Kilder: Esterhazy, Rachelle; de Lange, Thomas; Bastiansen, Sofie & Wittek, Anne Line (2021). Moving Beyond Peer Review of Teaching: A Conceptual Framework for Collegial Faculty Development. Review of Educational Research. ISSN 0034-6543. 91(2), s. 237–271. doi: 10.3102/0034654321990721. Stensaker, Bjørn (2021). På vei mot en ny kollegialitet? I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 220-226 Wittek, Anne Line (2021). Feedback mellom kolleger - et teoretisk perspektiv. I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 48–63. Wittek, Anne Line; Kartzow, Marianne Bjelland & Hermansen, Hege (2021). Hva skjer i dialogene? Om samtaledynamikker i kollegaveiledning og potensial for læring. I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 81–102.

• Damsa, Crina-Ioana & Wittek, Anne Line (2020). Group work in higher education. Pedagogical designs for fostering student engagement. I Elken, Mari; Maassen, Peter; Nerland, Monika; Prøitz, Tine Sophie; Stensaker, Bjørn & Vabø, Agnete (Red.), Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISSN 978-3-030-41756-7. s. 115–134. doi: 10.1007/978-3-030-41757-4.
• de Lange, Thomas & Wittek, Anne Line (2020). Hva kan kollegaveiledning bidra med?
• Bastiansen, Siri Sofie Vasrud; de Lange, Thomas & Wittek, Anne Line (2020). Unpacking the Problem: Analysing the implementation of peer-group mentoring for master supervisors.
• de Lange, Thomas; Hasu, Mervi & Wittek, Anne Line (2019). Innovation of educational practices in higher education—a critical conceptual discussion. Vis sammendrag

  Aims: The intention with this paper is to conduct a review of what the term ‘innovation’ of higher education practices signifies in comparison to the aims of developing collaborative PRT initiated in the PeTS project. The trend internationally is that the use of the term ‘innovation’ is increasing by placing new agendas and challenges on public institutions. In this paper, we explore innovation in relation to change-efforts in teaching and learning practices in higher education, as well as the aims of the PeTS project.

• 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. Vis sammendrag

  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.

• 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. Vis sammendrag

  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.

• Wittek, Anne Line & de Lange, Thomas (2019). Research on developing faculty peer tutoring practices in teaching and supervision in a university context (PeTS)—An innovation project (2018–2022) funded by the Norwegian Research Council.
• Wittek, Anne Line (2019). Hvordan skape kultur for læring og utvikling?
• Wittek, Anne Line (2019). Kollegialt samarbeid om PhD-veiledning.
• Wittek, Anne Line (2019). Faculty peer-tutoring in teaching and supervision (PeTS), Innovating teacher collaboration practices in Norwegian higher education.
• Wittek, Anne Line & de Lange, Thomas (2018). Tverrfaglig samarbeid og kollegaveiledning.
• de Lange, Thomas & Wittek, Anne Line (2018). Exploring plenary sessions and their potentialities for student learning.
• Wittek, Anne Line (2018). Collaborative practices for University Teachers - obstacles and potentialities.
• Wittek, Anne Line (2017). Om akademisk skriving og tverrfaglig samarbeid : lederartikkel nr. 4 2017. UNIPED. ISSN 1500-4538. 40(4), s. 281–283. doi: 10.18261/issn.1893-8981-2017-04-01.
• Wittek, Anne Line (2017). Fra skytetrening på krigsskolen til teambasert læring i medisinsk utdanning. UNIPED. ISSN 1500-4538. 40(3), s. 189–191. doi: 10.18261/ISSN.1893-8981-2017-03-01.
• Wittek, Anne Line (2017). Kultur for kvalitet i høyere utdanning : lederartikkel nr. 2, 2017. UNIPED. ISSN 1500-4538. 40(2), s. 105–108. doi: 10.18261/issn.1893-8981-2017-02-01.
• Wittek, Anne Line (2017). Økt meritterings- og finansieringsfokus i UH-sektoren. UNIPED. ISSN 1500-4538. 40(1), s. 5–6. doi: 10.18261/issn.1893-8981-2017-01-01.
• de Lange, Thomas & Wittek, Anne Line (2017). Developing Teaching Quality in Higher Education through Peer Teacher Support Groups.
• Wittek, Anne Line (2016). Profesjonsutdanning - komplekse utdanningsløp mot kompleks yrkesutøvelse. UNIPED. ISSN 1500-4538. 39(3), s. 193–194. doi: 10.18261/issn.1893-8981-2016-03-01.
• Wittek, Anne Line & Prøitz, Tine Sophie (2016). Learning Trajectories within Third Cycle Teacher education.
• Wittek, Anne Line; Silseth, Kenneth & Hontvedt, Magnus (2016). Professional Collaboration in teacher Support Teams - a study of creative problem-solving processes among teacher and nurse educators.
• Wittek, Anne Line; Thompson, Ian; Daniels, Harry; Makitalo, Åsa; Hontvedt, Magnus & Silseth, Kenneth [Vis alle 10 forfattere av denne artikkelen] (2016). Collaboration matters - symposium.
• Wittek, Anne Line (2016). Godt nytt UNIPED-år! lederartikkel nr.1, 2016. UNIPED. ISSN 1500-4538. 9(1), s. 5–6. doi: 10.18261/issn.1893-8981-01.
• Wittek, Anne Line (2016). Undervisning og læring i høyere utdanning.
• Wittek, Anne Line (2015). Det kritiske blikket innenfor rommet av vitenskapelige spilleregler : lederartikkel nr. 1-2015 . UNIPED. ISSN 1500-4538. 8(1), s. 4–6.
• Wittek, Anne Line & Thompson, Ian (2015). Professional Trajectories of learning - mediation through writing.
• Wittek, Anne Line & Thompson, Ian (2015). Higher Education and teachers professional development.
• Wittek, Anne Line (2015). Ti år etter kvalitetsreformen - ingen økning i studiegjennomføringen. UNIPED. ISSN 1500-4538. 38(3), s. 160–163.
• Moser, Thomas & Wittek, Anne Line (2015). Om læreren, lærerutdanningen og forskningen: Læreren som bruker, forvalter og produsent av kunnskap. I Høihilder, Eli Kari & Gulbrandsen, Ole Alexander (Red.), Pedagogikk og elevkunnskap i grunnskolelærerutdanningen. Gyldendal Akademisk. ISSN 9788205487871. s. 23–40.
• Wittek, Anne Line (2014). UNIPED - et fagfellevurdert tidsskrift. UNIPED. ISSN 1500-4538. doi: 10.3402/uniped.v37.25624.
• Wittek, Anne Line (2014). Endringer i høyere utdanning - og endringer for UNIPED. UNIPED. ISSN 1500-4538. doi: 10.3402/uniped.v37.26560.
• Wittek, Anne Line & Brandmo, Christian (2014). Ulike tilnærminger til læring : et historisk riss. I Wittek, Line & Stray, Janicke Heldal (Red.), Pedagogikk - en grunnbok. Cappelen Damm Akademisk. ISSN 978-82-02-41424-5. s. 113–132.
• Stray, Janicke Heldal & Wittek, Line (2014). Pedagogikk. I Wittek, Line & Stray, Janicke Heldal (Red.), Pedagogikk - en grunnbok. Cappelen Damm Akademisk. ISSN 978-82-02-41424-5. s. 21–29.
• Wittek, Anne Line & Wiig, Camilla (2014). Knowledge in Motion. Investigating “Figured worlds” in and outside school.
• Wittek, Anne Line (2014). Figured worlds as mediators in personal trajectories of learning- On student sociocultural learning at an individual level.
• Wittek, Anne Line; Eik, Liv Torunn; Lyberg, Anne & Inger, Kraver (2014). "The poor little girl really worries me" - On professional judgement in relation to vulnerable children.
• de Lange, Thomas & Wittek, Anne Line (2014). Divergent Paths to Parallel Ends - Two Routes to the Doctoral Dissertation.
• Wittek, Anne Line (2014). Studentaktivitet i ulike former. UNIPED. ISSN 1500-4538.
• Wittek, Anne Line; de Lange, Thomas & Lycke, Kirsten Hofgaard (2013). Veier til doktorgraden. UNIPED. ISSN 1500-4538. 36(4), s. 1–4. doi: 10.3402/uniped.v36i4.23142.
• Wittek, Anne Line (2013). Activities of writing as mediational means in a teacher program.

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