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The unit for Research, Innovation and Competence Development in Schools (FIKS) manages and coordinates the work with decentralized competence development (DeKomp) between the University of Oslo, school owners, school leaders, and teachers.

References  

 

Allen, J. M., White, S., & Sim, C. (2017). Project evidence: Responding to the changing professional learning needs of mentors in initial teacher education. Australian Journal of Teacher Education, 42(7). 14-25. https://doi.org/10.14221/ajte.2017v42n7.2

Askling, B., Dahl, T., Heggen, K., Iversen Kulbrandstad, L., Lauvdal, T. Qvortrup, L. Salvanes, K. G., Skagen, K., Skrøvset, S. & Thue., F.W. (2016). Om lærerrollen, et kunnskapsgrunnlag. [The teacher role: A knowledge base]. Fagbokforlaget.

Daza, V., Gudmundsdottir, G., & Lund, A. (2021). Partnerships as third spaces for professional practice in initial teacher education: A scoping review. Teaching and Teacher Education, 102. https://doi.org/10.1016/j.tate.2021.103338

Jackson, A., & Burch, J. (2019). New directions for teacher education: Investigating school/university partnership in an increasingly school-based context. Professional. Development in Education, 45(1), 138-15. https://doi.org/10.1080/19415257.2018.1449002    

Jones, M., Hobbs, L., Kenny, J., Campbell, C., Chittleborough, G., Gilbert, A., Herbert, S., & Redman, C. (2016). Successful university-school partnerships: An interpretive framework to inform partnership practice. Teaching and Teacher Education, 60. https://doi.org/10.1016/j.tate.2016.08.006

Lejonberg, E., Elstad, E., & Hunskaar, T. S. (2017). Behov for å utvikle «det tredje rom» i relasjonen mellom universitet og praksisskoler. [The need to develop "the third space" in the relationship between universities and practice schools]. Uniped, 40(1), 68-85. https://doi.org/10.18261/ISSN.1893-8981-2017-01-0.

Lemon, N., Wilson, A., Oxworth, C., Zavros-Orr, A., & Wood, B. (2018). Lines of school-university partnership: Perception, sensation and meshwork reshaping of preservice teachers’ experiences. Australian Journal of Teacher Education, 43(10). https://doi.org/10.14221/ajte.2018v43.n10.5

Lillejord, S. & Børte, K. (2016) Partnership in teacher education – a research mapping, European Journal of Teacher Education, 39(5), 550-563. https://doi.org/10.1080/02619768.2016.1252911 

Martin, S. D., Snow, J. L., & Torrez, C. A. (2011). Navigating the terrain of third space: Tensions with/in relationships in school-university partnerships. Journal of Teacher Education, 62(3), 299-311. https://doi.org/10.1177/0022487110396096

Mausethagen, S. & Granlund, L. (2012). Contested discourses of teacher professionalism:  current tensions between education policy and teachers’ union. Journal of Education Policy, 1-19. http://dx.doi.org/10.1080/02680939.2012.672656

Norwegian Ministry of Education and Research. (2017). Teacher Education 2025. National Strategy for Quality and Cooperation in Teacher Education. Publication number F-4434 E. [Trans.]. Norwegian Ministry of Education and Research.

Norwegian Ministry of Education and Research. (2014). Lærerløftet. På lag for kunnskapsskolen [The teacher lift: On the team with the knowledge school]. Kunnskapsdepartementet. https://www.regjeringen.no/globalassets/upload/kd/vedlegg/planer/kd_strategiskole_web.pdf

Williams, J. (2013). Boundary crossing and working in the third Space: Implications for a teacher educator's identity and practice. Studying Teacher Education, 9(2), 118-129. https://doi.org/10.1080/17425964.2013.808046

Williams, J. (2014). Teacher educator professional learning in the third space: Implications for identity and practice. Journal of Teacher Education, 65(4), 89–99. https://doi.org/10.1177/0022487114533128

Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university- based teacher education. Journal of Teacher Education, 61(1-2), 89–99. https://doi.org/10.1177/0022487109347671

 

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