Monika Bærøe Nerland

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Phone +47-22858172
Room 578
Available hours By appointment
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Visiting address Department of Education Helga Eng's building Sem Sælandsv. 7 N-0317 Oslo
Postal address Postboks 1092 Blindern 0317 OSLO

Academic Interests

Monika Nerlands research interests relate to knowledge cultures and learning in professional education and work as well as in the field of higher education. A particular interest is the ways in which organization of knowledge in expert communities constitute practices of learning and identity formation.

Current activities

  • Co-leader (with Peter Maassen) for the project Horizontal Governance and Learning Dynamics in Higher Education (2012-2016), funded by the Research Council of Norway. The project investigates change dynamics in higher education in the intersection between policies and and epistemic cultures. Among its activities are analyses of students' learning and enrolment in knowledge cultures in selected profession-oriented programs. More information.
  • Quality of Norwegian Higher Education: Pathways, Practices and Performances (2014-2017). The project is funded by the Norwegian Research Council through the FINNUT program for Research and Innovation in the Educational Sector. More information

Completed projects

  • Learning Trajectories in Knowledge Economies (LiKE, 2008-2011), project leader from 2009. The project was funded by the Research Council of Norway and conducted comparative studies of learning and knowledge practices in different professional fields. Special attention was given to the role of artefacts in linking practices of workplace learning with wider knowledge frontiers.
  • Professional Learning in a Changing Society (ProLEARN, 2004-2008), post doc. / project member. This project was a comparative study of learning in the transition from education to work among nurses, teachers, accountants and computer engineers, financed by the Research Council of Norway. Project leader: Prof. Karen Jensen.
  • One-to-one teaching as cultural practice: a study of teaching practices in an Academy of Music. PhD project, 1998-2002, University of Oslo and Norwegian Academy of Music.

Teaching

Higher education and employment history

Education

  • Dr.polit (PhD), University of Oslo, Faculty of Education (2003)
  • Cand. Musicae (M.A.), Norwegian Academy of Music (1994)

Employment history

  • Professor, Department of Education, UiO (2010 - )
  • Associate Professor, Department of Educational Research, UiO (2008 - 2010)
  • Postdoc., Department of Educational Research, UiO (2004 - 2008)
  • Lecturer, Teacher education programs in Oslo and Vestfold (2002 - 2004)
  • Research fellow (Ph.D), Norwegian Academy of Music and University of Oslo (1998-2002)

Visiting researcher

  • Visiting Professor, Charles Sturt University, The Education for Practice Institute (April 2013)
  • Visiting Scholar, University of California Berkeley, Center for Studies in Higher Education (January-July 2012)
  • Visiting Fellow, University of London, Institute of Education (October-December 2006)
  • Visiting Fellow, University of Wisconsin-Madison, Dep. of Curriculum and Instruction (September-November 2000)

Appointments

  • Adjunct professor with Charles Sturt University, The Education for Practice Institute (2013-2015)
  • Associate Editor for the journal Professions and Professionalism
  • Coordinator for the Ph.D programme, Department of Education (01.2013 - 07.2016)
  • Member of the Norwegian Research Council's Expert committee for the Social Sciences (2010-2012)
  • Board member, Department of Educational Research (2009-2012)

 

Honoraria

  • The PhD thesis was awarded with H.M King of Norway's Gold Medal for outstanding young researchers
  • The Faculty of Educational Sciences' teaching award, 2014
Tags: Higher education, Workplace learning, Professions, Expertise

Publications

Jensen, K.,  Nerland, M.& Enqvist-Jensen, C. (2015). Enrolment of newcomers in expert cultures: an analysis of epistemic practices in a legal education introductory course. Higher Education.  doi: 10.1007/s10734-015-9872-z

Nerland, M. & Jensen, K. (2014) Changing Cultures of Knowledge and Professional Learning. International Handbook of Research in Professional and Practice-based Learning, edited by S. Billett, C. Harteis & H. Gruber, pp. 611 - 640 . Dordrecht: Springer.

Fenwick, T. & Nerland, M. (eds.) (2014). Reconceptualising Professional Learning. Sociomaterial knowledges, practices and responsibilities. Routledge.  ISBN 978-0-415-81578-9.

Nerland, M. & Karseth, B. (2013). The Knowledge Work of Professional Associations: Approaches to Standardisation and Forms of Legitimisation. Journal of Education and Work.  doi: 10.1080/13639080.2013.802833.

Nerland, M. & Jensen, K. (2012). Epistemic practices and object relations in professional work. Journal of Education and Work,  25(1), 101- 120.

Nerland, M. (2012). Professions as knowledge cultures, In K. Jensen; L. C. Lahn & M. Nerland (eds.),  Professional Learning in the Knowledge Society, pp. 27-48.  Sense Publishers. Reprinted in D. W. Livingstone & D. Guile (eds., 2012), The Knowledge Economy and Lifelong Learning, pp. 207-228. Sense Publishers.

Mathisen, A. & Nerland, M. (2012). The pedagogy of complex work support systems: Infrastructuring practices and the production of critical awareness in risk auditing. Pedagogy, Culture & Society, 20(1), 71- 91.

Børte, K. & Nerland, M. (2010). Software effort estimation as collective accomplishment. An analysis of estimation practice in a multi-specialist team. Scandinavian Journal of Information Systems, 22(2), 65-98.

Nerland, M. & Jensen, K. (2010). Objectual practice and learning in professional work. In S. Billett (Ed): Learning through practice: models, traditions, orientations and approaches, pp. 82-103. Springer. DOI 10.1007/978-90-481-3939-2_5

Nerland, M. (2010): Transnational discourses of knowledge and learning in professional work: examples from computer engineering. Studies in Philosophy and Education, 29 (2), 183-195. Online first: DOI: 10.1007/s11217-009-9170-2.

Nerland, M. (2008): Civic and professional responsibility in new landscapes of knowledge. Utbildning & Demokrati [Education & Democracy], 17 (2), 123-130.

Nerland, M. (2008): Knowledge cultures and the shaping of work-based learning: the case of computer engineering. Vocations and Learning: Studies in vocational and professional education, Vol. 1, 49-69.

Karseth, B. & Nerland, M. (2007): Building professionalism in a knowledge society: examining discourses of knowledge in four professional associations. Journal of Education and Work, 20 (4), 335-355.

Nerland, M. (2007): One-to-one teaching as cultural practice: two case studies from an Academy of Music. Music Education Research, 9 (3), 399-416.

Nerland, M. (2006): Vilkår for reflektert praksis i utdanningsinstitusjoner. [Conditions for reflective practice in educational institutions] Nordic Studies in Education, 26, 48-60.

Nerland, M. (2003): Instrumentalundervisning som kulturell praksis. En diskursorientert studie av hovedinstrumentundervisning i høyere musikkutdanning. [Instrumental teaching as cultural practice. A discourse-oriented study of teaching in higher music education. ] Doctoral thesis. Oslo: Unipub

 

  • Damsa, Crina I.; Nerland, Monika & Jensen, Karen (2017). Enrolment of first-year students in knowledge domains: Unpacking transformative practices in three introductory courses, In Eva Kyndt; Vincent Donche; Keith Trigwell & Sari Lindblom-Ylänne (ed.),  Higher Education Transitions: Theory and Research.  Routledge.  ISBN 978-1138670884.  17.
  • Enqvist-Jensen, Cecilie; Nerland, Monika & Rasmussen, Ingvill (2017). Maintaining doubt to keep problems open for exploration: An analysis of law students' collaborative work with case assignments. Learning, Culture and Social Interaction.  ISSN 2210-6561. . doi: http://dx.doi.org/10.1016/j.lcsi.2017.02.001
  • Gherardi, Silvia; Jensen, Karen & Nerland, Monika (2017). Shadow organizing: a metaphor to explore organizing as intra-relating. Qualitative research in organization and management.  ISSN 1746-5648.  12(1), s 1- 17 . doi: 10.1108/QROM-06-2016-1385
  • Nerland, Monika & Hermansen, Hege Yvonne (2017). Sosiomaterielle perspektiver på profesjonskvalifisering: Kunnskapsressursenes betydning, I: Sølvi Mausethagen & Jens-Christian Smeby (red.),  Kvalifisering til profesjonell yrkesutøvelse.  Universitetsforlaget.  ISBN 9788215026459.  Kapittel 14.  s 167 - 179 Full text in Research Archive.
  • Damsa, Crina I. & Nerland, Monika (2016). Student Learning Through Participation in Inquiry Activities: Two Case Studies in Teacher and Computer Engineering Education. Vocations and Learning.  ISSN 1874-785X.  s 1- 20 . doi: 10.1007/s12186-016-9152-9
  • Nerland, Monika (2016). Learning to Master Profession-Specific Knowledge Practices: A Prerequisite for the Deliberate Practitioner?, In Franziska Trede & Celina McEwen (ed.),  Educating the Deliberate Professional.  Springer Science+Business Media B.V..  ISBN 978-3-319-32956-7.  Chapter 9.  s 127 - 139
  • Jensen, Karen & Nerland, Monika (2015). Knowledge dynamics in higher education: Examples from law schools in Norway and their shadow arrangements., In Ines Langemeyer; Martin Fischer & Michaela Pfadenhauer (ed.),  Epistemic and learning cultures – wohin sich Universitäten entwickeln.  Verlagsgruppe Beltz.  ISBN 978-3-7799-3277-2.  Kapittel 4.  s 46 - 60
  • Jensen, Karen; Nerland, Monika & Enqvist-Jensen, Cecilie (2015). Enrolment of newcomers in expert cultures: an analysis of epistemic practices in a legal education introductory course. Higher Education.  ISSN 0018-1560.  70(5), s 867- 880 . doi: 10.1007/s10734-015-9872-z
  • Nerland, Monika & Karseth, Berit (2015). The knowledge work of professional associations: approaches to standardisation and forms of legitimisation. Journal of Education and Work.  ISSN 1363-9080.  28(1), s 1- 23 . doi: 10.1080/13639080.2013.802833
  • Afdal, Hilde Wågsås & Nerland, Monika (2014). Does Teacher Education Matter? An Analysis of Relations to Knowledge among Norwegian and Finnish Novice Teachers. Scandinavian Journal of Educational Research.  ISSN 0031-3831.  58(3), s 281- 299 . doi: 10.1080/00313831.2012.726274
  • Damsa, Crina I.; Muukkonen, Hanni; Nerland, Monika; Lakkala, Minna; Toom, Auli; Kosonen, Kari; Ilomäki, Liisa; Markauskaite, Lina; Goodyear, Peter & Bachfischer, Agnieszka (2014). Enrollment of higher education students in professional knowledge and practices, In Kyza, E., O'Neill, D. K., Taba Polman, J. L., (ed.),  Learning and becoming in practice, Proceedings of the International Conference of the Learning Sciences.  International Society of the Learning Sciences.  ISBN 978-0-9903550-1-4.  x.  s 1283 - 1292
  • Damsa, Crina I. & Nerland, Monika (2014). Collaborative Knowledge Practices in Higher Education: A Comparative Analysis of Student Learning in Two Undergraduate Programs., In Kyza, E., O'Neill, D. K., Taba Polman, J. L., (ed.),  Learning and becoming in practice, Proceedings of the International Conference of the Learning Sciences.  International Society of the Learning Sciences.  ISBN 978-0-9903550-1-4.  x.
  • Hermansen, Hege Yvonne & Nerland, Monika (2014). Reworking practice through an AfL project: an analysis of teachers’ collaborative engagement with new assessment guidelines. British Educational Research Journal.  ISSN 0141-1926.  40(1), s 187- 206 . doi: 10.1002/berj.3037
  • Hermansen, Hege & Nerland, Monika (2014). Betydningen av læreres kunnskapsarbeid for utvikling av kollektiv praksis, I: Eyvind Elstad & Kristin Helstad (red.),  Profesjonsutvikling i skolen.  Universitetsforlaget.  ISBN 978-82-15-02355-7.  Kapittel 12.  s 224 - 240
  • Ludvigsen, Sten Runar & Nerland, Monika (2014). Knowledge Sharing in Professions: Working Creatively with Standards in Local Settings, In Annalisa Sannino & Vivian Thomas Ellis (ed.),  Learning and Collective Creativity. Activity-Theoretical and Sociocultural Studies.  Routledge.  ISBN 978-0-415-65710-5.  Kapittel 6.  s 116 - 131
  • Nerland, Monika & Jensen, Karen (2014). Changing Cultures of Knowledge and Professional Learning, In Stephen Billett; Christian Harteis & Hans Gruber (ed.),  International Handbook of Research in Professional and Practice-based Learning.  Springer.  ISBN 978-94-017-8902-8.  Chapter 23.  s 611 - 640
  • Nerland, Monika & Jensen, Karen (2014). Learning through epistemic practices in professional work. Examples from nursing and engineering, In Tara Fenwick & Monika Nerland (ed.),  Reconceptualising Professional Learning. Sociomaterial knowledges, practices and responsibilities.  Routledge.  ISBN 978-0-415-81578-9.  Chapter 2.  s 25 - 37
  • Nerland, Monika & Karseth, Berit (2014). Standardization of professional knowledge and practice: The regulatory role of professional associations in Norway, In Tara Fenwick; Eric Mangez & Jenny Ozga (ed.),  World Yearbook of Education 2014: Governing Knowledge; Comparison, Knowledge-Based Technologies and Expertise in the Regulation of Education.  Routledge.  ISBN 9780415828734.  Part 2, chapter 13.
  • Fenwick, Tara; Nerland, Monika & Jensen, Karen (2012). Introduction: Sociomaterial Approachesto Conceptualising Professional Learning and Practice. Journal of Education and Work.  ISSN 1363-9080.  25(1), s 1- 14
  • Jensen, Karen; Lahn, Leif Christian & Nerland, Monika (2012). Introduction - Professional learning in new knowledge landscapes: A cultural perspective, In Karen Jensen; Leif Christian Lahn & Monika Nerland (ed.),  Professional Learning in the Knowledge Society.  Sense Publishers.  ISBN 978-94-6091-992-3.  Introduksjonskapittel.  s 1 - 24
  • Maassen, Peter; Nerland, Monika; Pinheiro, Romulo; Stensaker, Bjørn; Vabø, Agnete & Vukasovic, Martina (2012). Change Dynamics and Education Reforms: Effects on Education, Research, Governance and Academic Profession, In Martina Vukasovic; Peter Maassen; Monika Nerland; Romulo Pinheiro; Bjørn Stensaker & Agnete Vabø (ed.),  Effects of Higher Education Reforms: Change Dynamics.  Sense Publishers.  ISBN 978-94-6209-015-6.  Chapter 1.  s 1 - 20
  • Mathisen, Arve & Nerland, Monika (2012). The pedagogy of complex work support systems: Infrastructuring practices and the production of critical awareness in risk auditing. Pedagogy, Culture & Society.  ISSN 1468-1366.  20(1), s 71- 91
  • Nerland, Monika (2012). Professions as knowledge cultures, In Karen Jensen; Leif Christian Lahn & Monika Nerland (ed.),  Professional Learning in the Knowledge Society.  Sense Publishers.  ISBN 978-94-6091-992-3.  Chapter 2.  s 27 - 48
  • Nerland, Monika (2012). Self-technologies in work-based learning, In Karen Jensen; Leif Christian Lahn & Monika Nerland (ed.),  Professional Learning in the Knowledge Society.  Sense Publishers.  ISBN 978-94-6091-992-3.  Chapter 11.  s 195 - 209
  • Nerland, Monika & Jensen, Karen (2012). Epistemic practices and object relations in professional work. Journal of Education and Work.  ISSN 1363-9080.  25(1), s 101- 120
  • Nerland, Monika & Hanken, Ingrid Maria (2011). Apprenticeship in transition? New configurations of teacher-student relationships in higher music education, In Monica Lindgren; Anna Frisk; Ingemar Henningsson & Johan Öberg (ed.),  Musik och kunskapsbildning. En festskrift till Bengt Olsson.  ArtMonitor Bok.  ISBN 9789197847629.  kapittel.  s 129 - 136
  • Børte, Kristin & Nerland, Monika (2010). Software effort estimation as collective accomplishment: An analysis of estimation practice in a multi-specialist team. Scandinavian Journal of Information Systems.  ISSN 0905-0167.  22(2), s 65- 98
  • Nerland, Monika (2010). Transnational Discourses of Knowledge and Learning in Professional Work: Examples from Computer Engineering. Studies in Philosophy and Education.  ISSN 0039-3746.  29(2), s 183- 195 . doi: 10.1007/s11217-009-9170-2
  • Nerland, Monika & Jensen, Karen (2010). Objectual practice and learning in professional work, In Stephen Billett (ed.),  Learning through practice.  Springer Publishing Company.  ISBN 978-90-481-3938-5.  Chapter 5.  s 82 - 103
  • Nerland, Monika (2009). Transnational discourses of knowledge and professional learning: examples from computer engineering. Studies in Philosophy and Education.  ISSN 0039-3746. . doi: 10.1007/s11217-009-9170-2
  • Nerland, Monika (2008). Civic and professional responsibility in new landscapes of knowledge. Utbildning och Demokrati.  ISSN 1102-6472.  17(2), s 123- 130
  • Nerland, Monika (2008). Knowledge cultures and the shaping of work-based learning: the case of computer engineering. Vocations and Learning.  ISSN 1874-785X.  1, s 49- 69 . doi: 10.1007/s12186-007-9002-x Show summary
  • Karseth, Berit & Nerland, Monika (2007). Building professionalism in a knowledge society: examining discourses of knowledge in four professional associations. Journal of Education and Work.  ISSN 1363-9080.  20(4), s 335- 355 Show summary
  • Nerland, Monika (2007). One-to-one teaching as cultural practice: two case studies from an Academy of Music. Music Education Research.  ISSN 1461-3808.  9(9), s 399- 416
  • Nerland, Monika (2007). Støttestrategier i høyere musikkutdanning, I: Trond Eiliv Hauge; Andreas Lund & Jon Magne Vestøl (red.),  Undervisning i endring: IKT, aktivitet, design.  Abstrakt forlag.  ISBN 978-82-7935-226-6.  Kapittel 10.  s 108 - 125
  • Nerland, Monika & Jensen, Karen (2007). Insourcing the management of knowledge and occupational control: an analysis of computer engineers in Norway. International Journal of Lifelong Education.  ISSN 0260-1370.  26(3), s 263- 278 Show summary
  • Nerland, Monika & Jensen, Karen (2007). The construction of a new professional self: a critical reading of the curricula for two professional groups in Norway, In Alan Brown; Simone Kirpal & F. Rauner (ed.),  Identities at Work.  Springer.  ISBN 9781402049880.  Artikkel.  s 339 - 360 Show summary
  • Nerland, Monika Bærøe (2006). Vilkår for reflektert praksis i utdanningsinstitusjoner. Nordisk Pedagogik.  ISSN 0901-8050.  26(1), s 48- 60
  • Nerland, Monika (2004). Kunnskap i musikkpedagogisk praksis, I: Geir Johansen; Signe Kalsnes & Øivind Varkøy (red.),  Musikkpedagogiske utfordringer. Artikler om musikkpedagogisk teori og praksis.  Cappelen Damm Akademisk.  ISBN 8202240123.  artikkel.  s 46 - 56
  • Nerland, Monika (2004). Musikkpedagogikken og det musikkulturelle mangfoldet, I: Geir Johansen; Signe Kalsnes & Øivind Varkøy (red.),  Musikkpedagogiske utfordringer. Artikler om musikkpedagogisk teori og praksis.  Cappelen Damm Akademisk.  ISBN 8202240123.  artikkel.
  • Nerland, Monika & Hanken, Ingrid Maria (2002). Academies of music as arenas for education: Some reflections on the institutional construction of teacher-student relationships, In Ingrid Maria Hanken; Siw Graabræk Nielsen & Monika Nerland (ed.),  Research in and for Higher music Education. Feschrift for Harald Jørgensen.  NMH-publikasjoner 2002:2.  artikkel.  s 167 - 186
  • Nerland, Monika Bærøe (2002). Undervisning og rom for læring. Et sosiokulturelt blikk på hovedinstrumentundervisning i høyere musikkutdanning, I: Ivar Bråten (red.),  Læring - i sosialt, kognitivt, og sosialt-kognitivt perspektiv.  Cappelen Damm Akademisk.  artikkel.  s 74 - 88

View all works in Cristin

  • Fenwick, Tara & Nerland, Monika (ed.) (2014). Reconceptualising Professional Learning. Sociomaterial knowledges, practices and responsibilities. Routledge.  ISBN 978-0-415-81578-9.  232 s.
  • Jensen, Karen; Lahn, Leif Christian & Nerland, Monika (ed.) (2012). Professional Learning in the Knowledge Society. Sense Publishers.  ISBN 978-94-6091-992-3.  228 s.
  • Vukasovic, Martina; Maassen, Peter; Nerland, Monika; Pinheiro, Romulo; Stensaker, Bjørn & Vabø, Agnete (ed.) (2012). Effects of Higher Education Reforms: Change Dynamics. Sense Publishers.  ISBN 978-94-6209-015-6.  310 s.
  • Hanken, Ingrid Maria; Nielsen, Siw Graabræk & Nerland, Monika (ed.) (2002). Research in and for higher music education, Festschrift for Harald Jørgensen. Norges musikkhøgskole.  ISBN 82-7853-026-2.  221 s.

View all works in Cristin

  • Nerland, Monika (2017). Epistemic shifts and transformations in professional expertise.
  • Nerland, Monika (2017). Knowledge practices and relations in professional education: Moving beyond the education-work divide.
  • Nerland, Monika & Damsa, Crina I. (2017). Students’ and beginning professionals’ learning with web-based resources in software engineering.
  • Damsa, Crina I.; Nerland, Monika & Stensaker, Bjørn (2016). Enhancing student learning through ‘student-centered approaches’: What matters for educational quality?.
  • Nerland, Monika (2016). Profesjonsfellesskap og læring: Er læreryrket i ferd med å bli likere andre profesjoner?.
  • Nerland, Monika (2016). Profesjonskunnskap og epistemiske praksiser i lærerutdanningene: Hvordan kan utdanningene styrke studentenes innvielse i en kunnskapskultur?.
  • Damsa, Crina I.; de Lange, Thomas; Elken, Mari; Esterhazy, Rachelle; Fossland, Trine; Frølich, Nicoline; Hovdhaugen, Elisabeth; Maassen, Peter; Nerland, Monika; Nordkvelle, Yngve Troye; Stensaker, Bjørn; Tømte, Cathrine Edelhard; Vabø, Agnete; Wiers-Jenssen, Jannecke & Aamodt, Per O (2015). Quality in Norwegian Higher Education: A review of research on aspects affecting student learning. NIFU-rapport. 24.
  • Nerland, Monika (2015). Presentasjon av kunnskapsstatus om kvalitet i norsk høyere utdanning. Kunnskapsdepartementet 9. oktober 2015.
  • Nerland, Monika (2015). Profesjonsutdanning som innvielse i en kunnskapskultur..
  • Nerland, Monika (2015). Professional education as initiation to expert cultures.
  • Nerland, Monika; Damsa, Crina I. & Jensen, Karen (2015). Introducing first-year students to the knowledge cultures of law, engineering and teaching.
  • Damsa, Crina I. & Nerland, Monika (2014). Learning trajectories and enrolment of higher education students in professional knowledge and practices..
  • Damsa, Crina I. & Nerland, Monika (2014). Learning trajectories in higher education: a comparative analysis of student of students learning in two undergraduate programs..
  • de Lange, Thomas & Nerland, Monika (2014). Mirroring the Practice of Teaching - Exploring Microteaching as a site for Professional Enactments.
  • de Lange, Thomas & Nerland, Monika (2014). Student Teachers Engaging with Professional Criteria: an Analysis of Peer-feedback during Microteaching sessions.
  • Gherardi, Silvia; Jensen, Karen & Nerland, Monika (2014). What is growing in the shadow of formal organizations?.
  • Nerland, Monika (2014). Innrullering av studenter i kunnskapskulturer. Innsikter fra prosjektet Horisontal styring og læringsdynamikker i høyere utdanning.
  • Nerland, Monika (2014). Utvikling og mestring av kunnskapspraksiser i profesjonene: Vilkår og utfordringer.
  • Nerland, Monika; Jensen, Karen; Damsa, Crina I. & Enqvist-Jensen, Cecilie (2014). The enrollment of students in professional knowledge cultures: Epistemic practices and learning in the introductory courses of three professional programs.
  • de Lange, Thomas & Nerland, Monika (2013). Becoming a Professional Teacher: Exploring the Educational Potential of Video-Based Micro-Teaching.
  • Jensen, Karen & Nerland, Monika (2013). Change Dynamics in Higher Education in the Intersection between Policies and Epistemic Cultures.
  • Nerland, Monika (2013). Knowledge practices in the professions: Emergent responsibilities and opportunities for learning.
  • Afdal, Hilde Wågsås & Nerland, Monika (2012). Teachers’ knowledge relations: An analysis of relations to knowledge among Norwegian and Finnish novice teachers.
  • Hermansen, Hege Yvonne & Nerland, Monika (2012). Co-production of Assessment Practices: Challenges Emerging in Teachers’ Work with ’Assessment for Learning’.
  • Nerland, Monika (2012). Changing Knowledge Cultures and Research on Student Learning.
  • Nerland, Monika (2012). FoU-basert utdanning: Et praksisperspektiv.
  • Hermansen, Hege Yvonne & Nerland, Monika (2011). Negotiating Professional Standards: Teachers’ engagement with new guidelines for student assessment.
  • Nerland, Monika (2011). Karriereveiledning - et felt under profesjonalisering, I: Tonje Foosnæs Gravås & Ingrid Espolin Gaarder (red.),  Karriereveiledning.  Universitetsforlaget.  ISBN 9788215014043.  Kapittel 9.  s 181 - 188
  • Hermansen, Hege Yvonne & Nerland, Monika (2010). Standardisation as knowledge practice: Teachers' engagement with new standards for student assessment.
  • Mathisen, Arve & Nerland, Monika (2010). Risk Auditing as Artefact-mediated Practice: Exploring the point of 'assertions' in the audit support system Descartes 3.
  • Nerland, Monika (2010). Professional learning in new ecologies of knowledge: approaches and concepts to explore the relationship of knowledge to learning in professional practice.
  • Nerland, Monika & Karseth, Berit (2010). Professional associations in the knowledge society: roles and approaches to secure knowledge-based practice.
  • Strand, Torill; Jensen, Karen & Nerland, Monika (2010). EMERGING GLOBAL EPISTEMEOLOGIES IN PROFESSIONAL WORK AND LEARNING. Show summary
  • Nerland, Monika (2009). Kunnskapskulturer og læring med fokus på objektrelatert læring.
  • Nerland, Monika (2009). Research on worklife learning: projects and activities in the research group for Worklife Learning in the Knowledge Society at University of Oslo, Faculty of Education.
  • Nerland, Monika (2009). Vilkår for utvikling av profesjonell identitet: et kunnskapsperspektiv.
  • Nerland, Monika & Carlsten, Tone Cecilie (2009). Knowledge as facilitator in the learning trajectories of professionals.
  • Nerland, Monika & Jensen, Karen (2009). Epistemification and transformations in professional work and learning.
  • Nerland, Monika & Karseth, Berit (2009). Professional associations as agents for continuous learning.
  • Jensen, Karen; Lahn, Leif Christian; Nerland, Monika; Smeby, Jens-Christian; Klette, Kirsti; Fugeli, Pål; Christiansen, Bjørg; Karseth, Berit; Carlsten, Tone Cecilie & Mathisen, Arve (2008). Profesjonslæring i endring. Sluttrapport til NFRs KUL program.
  • Nerland, Monika (2008). Discursive practices in professional education and work: studying the construction of knowledge and subjectivities.
  • Nerland, Monika (2008). Knowledge objects and object-related learning in computer engineering.
  • Nerland, Monika (2008). Professional knowledge cultures and the shaping of workplace learning.
  • Nerland, Monika (2008). Veiledningsstrategier i utdanning av profesjonelle musikere.
  • Nerland, Monika (2007). Epistemic cultures and the patterning of work-based learning: the case of computer engineering.
  • Nerland, Monika (2007). Knowledge cultures and the construction of the learning professional.
  • Karseth, Berit & Nerland, Monika (2006). Building professionalism in the name of knowledge? An analysis of knowledge strategies in four professional associations.
  • Nerland, Monika (2006). Instrument teaching as discursive practice: the construction of one-to-one teaching at an academy of music.
  • Nerland, Monika & Jensen, Karen (2005). Governing the learning self in professional education.
  • Nerland, Monika & Jensen, Karen (2005). Insourcing the management of knowledge and occupational control: an analysis of individualized regulation among computer engineers in Norway.
  • Nerland, Monika & Hanken, Ingrid Maria (2004). Apprenticeship in late modernity: Trust as a critical but challenged dimension in teacher-student relationships.
  • Nerland, Monika & Jensen, Karen (2004). The construction of a new professional self: an analysis of the curricula for nurses and computer engineers in Norway.
  • Nerland, Monika Bærøe (2003). Instrumentalundervisning som kulturell praksis. En diskursorientert studie av hovedinstrumentundervisning i høyere musikkutdanning.
  • Hanken, Ingrid Maria; Nielsen, Siw Graabræk & Nerland, Monika (2002). Introduction, In Ingrid Maria Hanken; Siw Graabræk Nielsen & Monika Nerland (ed.),  Research in and for Higher music Education. Feschrift for Harald Jørgensen.  NMH-publikasjoner 2002:2.  Innledning.  s 5 - 11

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Published Aug. 14, 2013 3:11 PM - Last modified Nov. 9, 2016 3:20 PM