Teacher Professionalism and Educational Change: Practices, Purposes, Policies (TEPEC)

The research group Teacher Professionalism and Educational Change: Practices, Purposes, Policies (abbreviated TEPEC) focuses on teacher professionalism, teacher education, instructional school leadership, and mentoring. The group is also involved in research on how new technologies and enhanced standardization of education influence educational organization and teaching and learning.

I what way does new technology influence teaching and learning? Illustration photo of students working in groups: colourbox

I what way does new technology influence teaching and learning? Illustration photo: colourbox

Special interest groups

To accommodate this wide diversity of topics, TEPEC is organized in special interest groups (SIG).

SIG 1: Professional development, leadership and learning in education (ProDeLL)

Keywords: Learning, motivation, mentoring, feedback, professionalism, leadership

ProDeLL is an arena for research, development, and discussions related to school professionals’ continuing development and educational leadership.

The overall goal is to support the members of this SIG in their research. The members of ProDeLL focus on issues such as learning, motivation, mentoring, and feedback on several educational levels.

The research approach is interdisciplinary. Several methodological approaches are used (among them structural equation modelling, observation, textual analysis, interviews.

ProDeLL has 6-8 meetings per semester.

Leader: Professor Eyvind Elstad.

Norwegian:Profesjonell utvikling, lederskap og læring.

SIG 2: Learning and professional development in school and teacher education (LUProS)

Keywords: Learning processes in teacher education, Development of knowledge and competence the teaching profession, Agency and identity development in the teaching profession, Literacy in school and teacher education, Learning environment in school and teacher education

LUProS examines and problematizes the conceptualizations surrounding learning processes, the development of knowledge, identity and professionalism in teacher education. In addition, the empirical examinations address aspects of language learning and literacy, and characteristics of learning environments in schools and teacher education.

The research projects range from studies of teacher students’ learning activities on campus and placement schools, to the way teacher students and in-service teachers develop their professional identity, or to learning environments and motivation for learning in school settings. Theoretical perspectives employed are, among others, sociocultural approaches to learning, and motivation and identity theory.

The SIG members use a broad methodological spectrum, including large scale survey methods but also qualitative design and analyses.

This SIG has 6-8 meetings every semester.

Leader: Associate Professor Crina Damsa.

Co-organizer: Britt Oda Fosse

Norwegian: Læring og profesjonsutvikling i skole og lærerutdanning (LUProS).

SIG 3: Cultural and social perspectives on education (CaSE)

Keywords: Learning and teaching with representations and digital resources; Teachers’ professional digital competence; 21st century skills – Sustainable development, diversity and digital competence

CaSE conducts research on education, teaching and learning. The main emphasis is on teaching and learning in classroom contexts, learning across contexts and how cultural, social and political processes lay the foundations for conceptualizations of education, knowledge and learning.

The research projects in CaSE address how students and teachers utilize language, representations and technologies within various educational subjects. Key research questions include the role of the teacher, students’ learning and how scientific concepts are constructed in the interaction between teachers, students and broader societal processes.

CaSE aims to increase the understanding of future competences such as in-depth learning, diversity, sustainability and digital competence.

CaSE has 6-8 meetings every semester

Leader: Associate Professor Greta Björk Gudmundsdottir.

Co-organizer: Elin Sæther

Norwegian: Kulturelle og sosiale perspektiver i utdanning.

    TEPEC PhD forum

    TEPEC PhD-forum is a forum where PhD candidates in TEPEC meet regularly and present and discuss project descriptions, articles in progress, extended abstracts and other relevant texts. The forum also arranges seminars with invited researchers with particular expertise in relevant research areas and topics related to writing a PhD-thesis. The overall goal is to support the PhD candidates in their research and writing process, as well as being a social arena for the PhD students and their supervisors.

    Leaders: Glenn Ole Hellekjær og Anniken Furberg

    Coordinators: Line Ingulfsen og Hege Hermansen

    Upcoming forum meetings.

    Published Oct. 18, 2010 8:24 AM - Last modified Aug. 15, 2018 1:12 PM