Publications
Jarning, H. (2019). Kunnskapsvekst under streken gjennom femti år – høyere utdanning i Norden utenfor universitetssektoren. Utdanningshistorie, ISSN 0900-226X.
Andresen, S. (2020). Being inclusive when talking about diversity. Nordic Journal of Comparative and International Education (NJCIE), 4(3), 26-38. https://doi.org/10.7577/njcie.3725
Flores, M. A. (2020). Developing Knowledge, competences and a research stance in initial teacher education in the Post-Bologna context. Nordic Journal of Comparative and International Education (NJCIE), 4(3), 90-104. https://doi.org/10.7577/njcie.3777
Goldshaft, B. (2020). Book Review: Theoretical and Practical Knowledge in Teacher Qualification – interconnections and tensions (Teoretiske og Praktiske Kunnskaper i Lærerkvalifisering – sammenhenger og spenninger). Thorsen, K.E. & Michelet, S. (eds). Universitetsforlaget (2. Nordic Journal of Comparative and International Education (NJCIE), 4(3), 157-162. https://doi.org/10.7577/njcie.3800
Gudmundsdottir, D. G. B. & Hatlevik, O. E. (2020). “I just Google it” – Developing professional digital competence and preparing student teachers to exercise responsible ICT use. Nordic Journal of Comparative and International Education (NJCIE), 4(3), 39-55. https://doi.org/10.7577/njcie.3752
Idris, K. M., Eskender, S., Yosief, A., Demoz, B. & Andemicael, K. (2020). Exploring Headway Pedagogies in Initial Teacher Education Through Collaborative Action Research into Processes of Learning: Experiences from Eritrea . Nordic Journal of Comparative and International Education (NJCIE), 4(3), 139-156. https://doi.org/10.7577/njcie.3746
Jarning, H. (2020). The Knowledge Nexus in Teacher Qualification: Education Research and Norwegian General Teacher Education 1970-2020—Institutional and Intellectual Interchanges. Nordic Journal of Comparative and International Education (NJCIE), 4(3-4), 157–177. https://doi.org/10.7577/njcie.3748
Johannesen, M. & Øgrim, L. (2020). The role of multidisciplinarity in developing teachers’ professional digital competence. Nordic Journal of Comparative and International Education (NJCIE), 4(3), 72-89. https://doi.org/10.7577/njcie.3735
Lund, A. & Aagaard, T. (2020). Digitalization of teacher education: Are we prepared for epistemic change?. Nordic Journal of Comparative and International Education (NJCIE), 4(3-4), 56–71. https://doi.org/10.7577/njcie.3751
Lund, J. & Nielsen, B. (2020). Viden i læreruddannelsen – en typologi. Studier I læreruddannelse Og -Profession, 5(1), 135-156. https://doi.org/10.7146/lup.v5i1.118866
Nielsen, B. L. & Lund, J. H. (2020). Different dimensions of knowledge in teacher education – a general typification. Nordic Journal of Comparative and International Education (NJCIE), 4(3), 9-25. https://doi.org/10.7577/njcie.3722
Raaen, F. D. & Thorsen, K. E. (2020). Student teachers’ conditions for professional learning on and across the learning arenas of teacher education. Nordic Journal of Comparative and International Education (NJCIE), 4(3), 105-116. https://doi.org/10.7577/njcie.3736
Smestad, B. & Gillespie, A. (2020). Dimensions of teachers’ transdisciplinary competence based on a systematic review of three transdisciplinary areas. Nordic Journal of Comparative and International Education (NJCIE), 4(3), 117-138. doi: https://doi.org/10.7577/njcie.3757
Smestad, B., Johannesen, M. & Christensen, H. (2020). Editorial: Perspectives on teachers’ transdisciplinary professional competence. Nordic Journal of Comparative and International Education (NJCIE), 4(3), 1-8. https://doi.org/10.7577/njcie.4009
Smestad, B. (2021). Researching representation of diversity in mathematics pedagogical texts: Methodological considerations. Exploring New Ways to Connect: Proceedings of the Eleventh International Mathematics Education and Society Conference, Vol. 3, 937–946. Hamburg, Germany: Tredition. https://doi.org/10.5281/zenodo.5416561
Larsen, I. V. (2021). Dette må fremtidens lærere kunne. Intervju med prosjektlederne Monica Johannesen og Bjørn Smestad. https://www.oslomet.no/forskning/forskningsnyheter/dette-fremtidens-laerere-kunne
Thorsen, K. E. & Lundberg, P. (2021). Studenters møte med en FoU-basert grunnskolelærerutdanning. Uniped, 44(3), 201-211. https://doi:10.18261/issn.1893-8981-2021-03-0
Lauvstad, A. H. (2022). Profesjonsfelleskap: Lærerstudenters utvikling av digital kompetanse i praksis, Masteroppgave OsloMet. https://hdl.handle.net/11250/3026298
Goldshaft, B., Sjølie, E. & Johannesen, M. (2022). Student teachers’ research and development (R&D) practice – constraining and supporting practice architectures. Pedagogy, Culture & Society, ISSN 1468-1366. https://doi.org/10.1080/14681366.2022.2140698
Thorsen, K. E. & Lundberg, P. (2022) FoU-kompetanse i grunnskolelærerutdanningen – Lærerutdanneres perspektiv. Norsk pedagogisk tidsskrift, 106(5), 435-449. https://doi.org/10.18261/npt.106.5.5
Smestad, B., Hatlevik, O. E., Johannesen, M. & Øgrim (2023). Examining dimensions of teachers’ digital competence: A systematic review pre- and during COVID-19. Heliyon, 9(6). https://doi.org/10.1016/j.heliyon.2023.e16677
Presentations
Smestad, B., Hatlevik, O. E., Johannesen, M. & Øgrim, L. (2023). Identifying characteristics of TPDC – a literature review. NERA, 2023, Oslo
Thorsen, K. E & Lundberg, P. (2023). Teacher educators’ development of students teachers’ R&D competence. NERA, 2023, Oslo
Smestad, B. (2023). Mathematics teachers’ critical competence. NERA, 2023, Oslo
Nielsen, B. L. & Johannesen, M.: Teacher education for the 21st century. NERA, 2023, Oslo
Johannesen, M. & Smestad. B. (2022). Teachers’ professional competence in policy documents for school and teacher education in Norway. NERA, 2022, Reykjavik
Øgrim, L., Johannesen, M. & Hatlevik, O. E. (2022). Teachers´ professional digital competence, between policy, theory and practice. NERA, 2022, Reykjavik
Thorsen, K. E. & Lundberg, P. (2022). Teacher educators’ efforts supporting student teachers R&D competence on campus and in placement – tensions and coherence. NERA, 2022, Reykjavik
Smestad, B. & Nielsen, B. L. (2022) Teacher education streched between a research turn and a practical turn. NERA, 2022, Reykjavik
Gillespie, A. & Rinholm, H. (2022). Diversity and diversity competence in teacher education: Tensions between policy and practice. NERA, 2022, Reykjavik
Goldshaft, B. (2022). Systematic observation as a supportive tool in teacher education. NERA, 2022, Reykjavik
Smestad, B. & Fossum, A. (2022). Representation of diversity in mathematics exams in Norway 1962-2020. NERA, 2022, Reykjavik
Thorsen, K. E. & Lundberg, P. (2022). Helhet og sammenheng i utdanningen. GFU-seminar, Institutt for grunnskole- og faglærerutdanning, OsloMet
Thorsen, K. E. & Lundberg, P. (2021). Forskningsbasert lærerutdanning – hva er det? Studenter og lærerutdanneres perspektiv. Personalseminar, Institutt for grunnskole- og faglærerutdanning, OsloMet
Thorsen, K. E. & Lundberg, P. (2021). A research-based teacher education – Teacher educators’ perspectives. ECER, 2021, Geneve – Online
Gillespie, A. & Rinholm, H. (2021). Mangfold og mangfoldskompetanse. Personalseminar, Institutt for grunnskole- og faglærerutdanning, OsloMet
Gillespie, A. & Rinholm, H. (2021). Mangfold. Kompetansedelingsseminar, TEQ21
Gillespie, A. & Rinholm, H. (2021). Diversity and Diversity Competence. ECER, 2021, Geneve – Online
Johannesen, M. & Smestad. B. (2021). Teacher Education and Transdisciplinary Teacher Professional Competencies. ECER, 2021, Geneve – Online
Øgrim, L., Johannesen, M. & Hatlevik, O. E. (2021). The Role of the University and the Placement Schools in the Development of Student Teachers’ Professional Digital Competence. ECER, 2021, Geneve – Online
Tusiime, W. E. & Johannesen, M. (2021). Optimizing Educators’ Digital Competence: How prepared are Teacher Training Institutions in Uganda. ECER, 2021, Geneve – Online
Goldshaft, B. (2021). Tensions between Intended Aims and Realities in Student Teachers’ Development of R&D Competence. A case study from Norway, seen through the lens of practice architectures. ECER, 2021, Geneve – Online
Smestad, B. (2021). Researching representation of diversity in mathematics pedagogical texts: Methodological considerations. MES11, University of Klagenfurt
Øgrim, L. & Johannesen, M (2021). PfDK og klasseledelse – er TPACK og DeCompEdu svaret? Personalseminar, Institutt for grunnskole- og faglærerutdanning, OsloMet
Johannesen, M, Øgrim, L. & Hatlevik, O. E. (2020). Teachers´ professional digital competence – management of technology-rich classrooms, ECER, 2020, Glasgow
Hatlevik, O. E., Johannesen, M. & Øgrim, L. (2020). Student teachers’ perspectives on teachers’ professional digital competence, ethical issues and their ICT self-efficacy, ECER, 2020, Glasgow
Thorsen, K. E. (2020). Research and development competence in teacher education – the perspective of teacher educators. ECER, 2020, Glasgow
Thorsen, K. E. (2020). Praksislærer en sentral aktør i praksisstudiet – betingelser for utvikling av praksislærerers rolle som lærerutdanner. Kunnskapssenter for utdanning
Thorsen, K. E. & Christensen, H. (2019). Student teachers’ research & development competence, ECER, 2019, Hamburg
Johannesen, M, Øgrim, L. & Hatlevik, O. E. (2019). Perspectives on teachers´ professional digital competence. ICERI, 2019, Sevilla
Rinholm, H. & Michelet, S. (2019). TEQ21 Mangfoldskompetanse (tDIVc) Teachers’ Diversity Competence. Forskergruppesamling, OsloMet