NATED track 4 candidates

The PhD candidates connected to Track 4 carry out projects on a variety of topics withing higher education, professional learning and policy formation.

Breivik, Jens

Online discussion for learning in higher education

Online discussions have become ubiquitous and are utilized as learning activity in distance and campus based education. Based on material from study programs at UiT (transcripts of online discussions, interviews with students and teachers, and registry data), my project aims toward (1) discussing various concepts for analysing educational quality of online discussions (2) analysing impact on discussion quality related to different ways of  facilitating online discussions , and  (3)investigating relations between discussion  quality and learning. The theoretical base are  the community of inquiry-framework and the cognitive presence construct which focus on students’ co-construction of knowledge and higher order thinking.

PhD Programme Institution: Institute for Education and Pedagogy , Faculty for Humanities, Social Sciences and Education, University of Tromsø.

 

Egelandsdal, Kjetil

Formative e-assessment in plenary lectures

My project focuses on the question of whether, and eventually how, feedback can be carried out in large, plenary lectures in higher education. A central part of the project is how Audience response systems (ARS) and feedback clickers (TurningPoint®) can be used to overcome some of the challenges experienced by lecturers in large plenary lectures at universities. My main research questions are: 1. Can ARS enhance formative e-assessment in plenary lectures and how do students perceive this relationship? 2. Can ARS reduce the discrepancy between the intended learning outcome, and the subjective and objective learning outcome in plenary lectures and how do students perceive this relationship? The study will be using a mixed methods design including methods such as: 1) Observation, 2) Semi-structured interview, 3) Focus group 4) Survey and 5) an experimental design.

PhD Programme Institution: Department of Education, Faculty of Psychology, University of Bergen

 

Enqvist-Jensen, Cecille

Enrollment to the expert culture of law: A study of knowledge practices in higher education

The aim of my PhD-project is to gain insight into how law students become a part of and learn to master the legal expert culture and its specific ways handling knowledge. This study will supplement the existing research on professional learning and learning in higher education by including social and institutional dimensions as well as highlighting the way expert cultures form learning. In this project – a case study of the 5-year integrated program of law at the University of Oslo – I am concerned with what kinds of problems are addressed, as well as what knowledge strategies the students are working with in the master program. In my project I zoom in on students´ work with core principles of legal methodology as a way of becoming a part of the expert culture of law. More specifically, I am interested in how the students master and identify with methodological principles at different stages in the program. My empirical work will consist of video based observations of student group activities and instructional processes, document analysis of course material and texts and interviews with students. My project is linked to the on-going research project HORIZON (Horizontal Governance and Learning Dynamics in Higher Education).

PhD Programme Institution: Department of Education, Faculty of Educational Sciences, University of Oslo.

 

Fylkesnes, Sandra

Cultural diversity in Norwegian teacher education – Tensions between policy, research and practice

This PhD-project investigates how two teacher education programmes, one with a multicultural profile and one with an ordinary profile, deal with cultural diversity in the subject of pedagogy. The aim of the study is to shed light on how policy and research on teaching for cultural diversity influence teacher educators and student teachers’ interpretation of the educational mandate in relation to a multicultural context. The theoretical framework for analysis consists of theories of teacher professionalism and critical multicultural theory within a sociocultural perspective. The design is comparative and studies two primary school teacher education programmes in relation to policy level, institutional level and the micro level. The research questions are studied in relation to teaching and learning in the primary school teacher subject of pedagogy. The data material consists of policy-, strategic- and curriculum documents, individual interviews with teacher educators as well as focus group interviews with student teachers.

Department of Teacher Education and International Studies, Oslo and Akershus University College of Applied Sciences.

 

 

Ludvigsen, Kristine

Technology enhanced formative feedback practice in large lectures

The aim of this PhD project is to examine the role of technology in implementing a formative feedback practice in large lectures in higher education. The main research question is: To what extent and how can technology support a formative feedback practice in plenary lectures? Tools referred to as classroom discourse technology can transform conditions for how students and teachers interact in lectures and allow lecturers to collect and analyze student responses to various types of questions during lecturing. Technological opportunities to make the reflections of the students more visible can encourage students to monitor and reflect on their learning and allow lecturers to modify and adjust teaching strategies. In this project feedback is viewed as a dialogic ongoing process that should enhance reflections around evidence of learning and support students as self-regulated learners. A mixed methods research design is used to gain knowledge on the extent and how a formative feedback practice in lectures can a) supports students’ ability to monitor, judge and plan own learning, b) have an influence on student discussions as well as c) subjective and objective learning outcome.

PhD Programme Institution: Department of Education, Faculty of Psychology, University of Bergen.

 

Nesje, Katrine

Mathematics and science graduates: Motivation for teacher education and the teaching profession : A study of Teach First Norway

The project aims to illuminate the reasons for developing an alternative teacher education programme, Teach First Norway, the motivations behind students choosing this particular teacher education programme, and those factors that had the greatest influence on the graduates during the programme, not least of which is why proficient mathematics and science graduates choose a teaching career. In addition, the project will provide knowledge about the different ways to organize teacher education. The research questions will be presented based on perspectives associated with policy developments in the field of education and motivational theory. The project calls for a mixed methods, longitudinal design, with document analysis, semi-structured interviews and quantitative monitoring of motivational factors.

PhD Programme Institution: Department of Teacher Education and School Research, Faculty of Educational Sciences, University of Oslo.

 

Ness, Ingunn Johanne

The room of opportunity – Understanding creative knowledge processes in groups working with innovation

This project aims to develop knowledge about how groups in knowledge intensive organizations communicate and interact while working with innovation. The main research question for this project is: What characterizes the creative knowledge processes in groups working with innovation? The design of this study is qualitative, and the material is collected by open observations, focus group interviews and individual qualitative interviews, focusing on how members of the innovative groups communicate and interact while creating new ideas. The findings are interpreted and discussed using socio-cultural theory and concepts on knowledge.

PhD Programme Institution: Department of Education, Faculty of Psychology, University of Bergen.

 

Sweetman, Rachel

Learning outcomes in Norwegian and English degree programmes

The project investigates how the growing focus on Learning Outcomes in European Higher Education be interpreted conceptually and empirically. It uses a multi-level, comparative approach to explore how learning outcomes are interpreted and operationalized in two national systems (Norway and England) and in contrasting disciplinary areas.
 
Due to the contested nature of Learning outcomes, and the lack of information about their application and impact  on the programme and student levels, the project aims to: describe and compare the ways in which Learning Outcomes are being translated and applied in contrasting national and programme contexts; shed light on the impact and influence at the level of study programmes, in terms of course priorities and approaches to teaching and assessment, and on the student level, in terms of students’ expectations, experience and perceived outcomes.
 
PhD Programme Institution: Department of Education, Faculty of Educational Sciences, University of Oslo.

 

Torjussen, Lars Petter Storm

Bildung and utility in the subject Examen Philosophicum at the UiB

The project aims to understand what role the concept of Bildung plays in the subject Examen philosophicum at the University of Bergen, and if/how this concept has changed after the Quality Reform (Kvalitetsreformen). The significance of the term Bildung in higher education has traditionally been decided on the background of a conflict between individual autonomy and utility or adjustment to the needs of the society. In this regard, the Quality Reform has been widely criticized for laying too much emphasis on utility. By using a diverse qualitative approach, such as a) document analysis of key policy documents and b) semi-structured interviews of both lecturers and students, this project will try to get a firmer grip on how the concepts Bildung and utility, and the relation between them, are to be understood.

PhD Programme Institution: Faculty of Psychology, University of Bergen.

 

Engen, Dagrun Astrid Aarø

Academic formation in higher education - supervision of master students¹ thesis work

The meaning and significance of the ideals connected with academic formation (or related concepts, e.g. Bildung) are dynamic. They are debated and contested, defined and redefined in the educational system and in educational practices from time to time, as we see in Norway now, in a period characterized by structural reforms and changes.

My project aims to get insight into what concepts of academic formation are at play in supervision of master students, and what significance academic formation has for the students and supervisors. The project is exploratory and is designed as a case study, with a few supervisor-student pairs. It includes video data from supervision situations, interviews with students and supervisors, field work and document analysis in its corpus construction.

PhD Programme Institution: Programme for Teacher Education, Norwegian University of Science and Technology.

 

Thomassen, Wenche

Diversity as a resource: Knowledge about Multicultural Issues in Initial Teacher Education in Norway.

The Norwegian curriculum for teacher education includes learning goals related to multicultural issues and the teaching children with another first language than Norwegian. Despite these curriculum requirements, there is reason to believe that many newly qualified teachers feel under-prepared when dealing with non-Norwegian speakers. It is therefore important to investigate the knowledge and attitudes student teachers express during their studies, in order that their needs in this area can be better met in training. This study is forms part of the Teachers as Students (TasS) research project, which focuses on practice in initial teacher education within English, Mathematics, Science and Physical Education.

Video data from group interviews with pre-service students and mentoring sessions during practice periods will be analysed in connection to multicultural issues, using theories of Critical Multiculturalism and Culturally Responsive Pedagogy.  The study will attempt answer two questions: How do student teachers talk about teaching of minority language pupils in interviews before and after their field practice? Which questions related to multicultural issues and teaching minority language pupils are raised by student teachers in supervision discussions during their field practice?

PhD Programme Institution: PhD Programme in Educational Sciences, University of Stavanger, Faculty of Arts and Education.

Tronsmo, Eli

Teachers’ handling of new knowledge challenges at the interface between known and unknowns

The thematic focus for this project is teachers' handling of knowledge challenges related to changing conditions for teachers’ work and learning. The main question raised is how teachers handle the gap between what is known and what is unknown, in situations where professional knowledge is at stake.

Empirically, the project will examine the knowledge practices of lower secondary school teachers in concrete situations of local curriculum work where knowledge is selected, negotiated and further developed to inform their teaching. The concepts of epistemic orientations and practices will be used to analyze how knowledge gaps are spotted, framed and closed through teachers’ knowledge work, and how this work takes place in an intersection of epistemic and organizational concerns.

PhD Programme Institution: Department of Education, Faculty of Educational Sciences, University of Oslo.

 

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Published July 25, 2011 11:10 AM - Last modified Aug. 22, 2016 9:42 AM