Film: Shane Colvin/ UiO
What is Knowledge base?
The Knowledge Base is an open, research-based online resource developed by FIKS at the University of Oslo. It covers topics that are relevant for teachers and school leaders, based on real needs identified in collaboration with schools and school owners.
Each topic includes summaries of relevant research, videos, and examples from school practice. The goal is to support local professional development through flexible, accessible materials—not fixed training packages. Schools can choose and adapt what is most relevant to their context.
The Knowledge Base combines research with practical experience and aims to strengthen the connection between theory and everyday teaching. It is designed to foster shared professional language, encourage collaboration, and promote evidence-informed school development.
How to use Knowledge base?
Those responsible for local competence development can use the texts, videos, and examples in the Knowledge Base as resources for their individual schools. The materials in the Knowledge Base are open and can be adapted as desired.
Our approach to the Knowledge Base is that development and quality work must be tailored to local conditions — the individual school and (municipal) region. Therefore, the Knowledge Base consists of standalone elements and resources and does not include "learning paths" or "competence packages." We recommend that schools make conscious selections of resources and adjust and adapt them to fit local conditions.
The materials in the Knowledge Base can be used freely, but we ask that users reference the Knowledge Base when using its materials.
For students, the Knowledge Base can serve as a useful introduction to various topics. We strongly recommend that students also read the academic texts we reference and consult the original sources.
References
Cochran-Smith, M., & Lytle, S.L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249–305.
Cordingley, P., Crisp, B., Johns, P., Perry, T., Campbell, C., Bell, M., & Bradbury, M. (2019). Constructing teachers’ professional identities. Education International.
Grossman, P., Hammerness, K., & McDonald, M.A. (2009). Redefining teaching, reimagining teacher education. Teachers and teaching: Theory and practice, 15(2), 273–290. https://doi.org/10.1080/13540600902875340
Jensen, K., Lahn, L.C., & Nerland, M. (2012). Professional learning in the knowledge society. Sense Publisher. https://doi.org/10.1007/978-94-6091-994-7
Jensen, K.I., Nerland, M. B., & Tronsmo, E. (2022). Changing cultural conditions for knowledge sharing in the teaching profession: a theoretical reinterpretation of findings across three research projects. Professions and Professionalism, 12(1). https://doi.org/10.7577/pp.4267