Faglige interesser
- Dialogisk læring
- IKT og læring
- Klasseromsinteraksjon
- Læring i høyere utdanning
- Kompetanseutvikling
Undervisning
Bakgrunn
- 2018–d.d.: Doktorgradsstipendiat ved institutt for pedagogikk (iped)
- 2015–2017: Master i pedagogikk: kommunikasjon, design og læring (2017):
Tittel på avhandling: "Teknologistøttede samtaler: en case-studie av samtalepraksiser i skoleklasser som tar i bruk den digitale micro-bloggtjenesten Samtavla"
- 2012–2015: Lærer ved Borgheim ungdomsskole
- 2008–2012: Lærerutdanning, Høgskolen i Vestfold
Emneord:
Pedagogikk,
IKT og læring,
Høyere utdanning,
Klasseromsforskning,
Dialogisk læring
Publikasjoner
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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.
s. 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.
I Wittek, Anne Line & de Lange, Thomas (Red.),
Kollegaveiledning i høyere utdanning.
Universitetsforlaget.
ISSN 9788215048420.
s. 160–180.
Fulltekst i vitenarkiv
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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?
I Wittek, Anne Line & de Lange, Thomas (Red.),
Kollegaveiledning i høyere utdanning.
Universitetsforlaget.
ISSN 9788215048420.
s. 27–47.
Se alle arbeider i 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.
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.
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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.
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.
Se alle arbeider i Cristin
Publisert
22. juni 2018 15:17
- Sist endret
22. aug. 2023 12:59