Eli Lejonberg

• Eriksen, Harald; Lejonberg, Eli; Tschannen-Moran, Megan; Christophersen, Knut-Andreas & Elstad, Eyvind (2020). Learners Providing Feedback on Teaching: Pre-service Teachers’ Perceptions of a Teacher Assessment Arrangement. Scandinavian Journal of Educational Research.  ISSN 0031-3831. . doi: 10.1080/00313831.2020.1833236
• Jacobsen, Hilde Marie Madsø; Lejonberg, Eli & Elstad, Eyvind (2020). Veiledning med digital øreplugg: erfaringer fra en utprøvning, I: Eyvind Elstad (red.),  Lærerutdanning i nordiske land.  Universitetsforlaget.  ISBN 978-82-15-03514-7.  Kapittel 14.  s 296 - 315
• Elstad, Eyvind; Lejonberg, Eli & Christophersen, Knut-Andreas (2019). Policy Mediated through Subject Matter Contexts: Antecedents of Subject-Bound Differences in Teachers’ Perceptions of Collaboration across Subjects. International Journal of Learning, Teaching and Educational Research (ILJTER).  ISSN 1694-2493.  18(4), s 1- 16 . doi: 10.26803/ijlter.18.4.1 Full text in Research Archive.
• Hatlevik, Ida Katrine R & Lejonberg, Eli (2019). Mentoroppfølging i lektorutdanningen: Hvordan oppfølging ved en mentor kan bidra til en god studiestart for lektorstudenter. Acta didactica Norden.  ISSN 1504-9922.  13(1) . doi: 10.5617/adno.5485
• Lejonberg, Eli (2019). Hvordan påvirker veilederutdanningene utøvelse av veilederrollen? En analyse av forventninger uttrykt i styringsdokumenter, forskning og faglitteratur. NORDVEI- Nordisk tidsskrift i veiledningspedagogikk.  ISSN 2535-3047. . doi: 10.15845/ntvp.v4i1.1383 Full text in Research Archive.
• Lejonberg, Eli; Dahl, Anne Kristin & Brovold, Siv Paus (2019). Nye forventninger til veilederrollen: veiledere som ledere av utviklingsprosjekter i skolen, I: Kristin Helstad & Sølvi Mausethagen (red.),  Nye lærer- og lederroller i skolen.  Universitetsforlaget.  ISBN 978-82-15-03407-2.  Kapittel 6.  s 107 - 126
• Sandvik, Lise Vikan; Solhaug, Trond; Lejonberg, Eli; Elstad, Eyvind & Christophersen, Knut-Andreas (2019). Predictions of school mentors’ effort in teacher education programmes. European Journal of Teacher Education.  ISSN 0261-9768.  42(5), s 574- 590 . doi: 10.1080/02619768.2019.1652902 Full text in Research Archive. Show summary

  Mentoring of pre-service teachers in their school practicum is vital to integrating different parts of the educational programmes and supporting the pre-service teachers to become educational professionals, but for mentors in schools this task often comes on top of the other requirements they face as teachers. In this study, we present findings from a self-report survey completed by 295 mentors in two teacher education institutions in Norway. Using structural equation modelling of cross-sectional survey data, the study explores predictions of the effort mentors put into their work in supporting the development of pre-service teachers. The findings indicate that affective commitment predicts mentor’s efforts in mentoring and that professional development of mentors through programs designed to develop a professional identity as mentors could enhance their feeling of being teacher educators, and thereby having the willingness to put effort into their jobs as mentors.

• Sandvik, Lise Vikan; Solhaug, Trond; Lejonberg, Eli; Elstad, Eyvind & Christophersen, Knut-Andreas (2019). School mentors’ perceived integration into teacher education programmes. Professional Development in Education.  ISSN 1941-5257.  42(5), s 571- 590 . doi: 10.1080/19415257.2019.1623286 Full text in Research Archive. Show summary

  There is often a fragmentation between campus-based theoretical preparation of pre-service teachers and their practice in schools supported by school-based mentors. One of the fragmentation issues is related to how school-based teachers being mentors for pre-service teachers consider themselves as teachers and as ‘teacher educators’. Thus, school mentors play a key role in integrating theoretical and practical knowledge and integration thus involves a two-way relationship between mentors in schools learning from teacher education programmes and educational programs learning from educational practices in school. This study addresses the problem of fragmentation by focusing on factors which contribute to mentors perceived integration in teacher education programs. We have collected questionnaires from 293 mentors and analysed data using structural equation models (SEM) in IBM/Amos. We include mentors’ specific education and training for mentoring, their affective commitment to mentoring, their active use of theory and their positive believes about successful outcome of their mentoring as important variables. We also explore how gender and years of mentor practice might contribute to mentor integration. We compared participants from three university programmes. The implications of this research for teacher practice are discussed.

• Elstad, Eyvind; Lejonberg, Eli & Christophersen, Knut-Andreas (2018). Skolebaserte utviklingsprosjekter på ungdomstrinnet: læreres opplevelser av satsningen Ungdomstrinn i utvikling. Norsk pedagogisk tidsskrift.  ISSN 0029-2052.  102(3), s 271- 281 . doi: 10.18261/issn.1504-2987-2018-03-06
• Elstad, Eyvind; Lejonberg, Eli & Christophersen, Knut-Andreas (2018). Ungdomstrinn i utvikling: Hvilke faktorer påvirker læreres kollektive engasjement for å stimulere elevers skriftlige ferdigheter i skolefagene?. Acta Didactica Norge.  ISSN 1504-9922.  12(3), s 22 . doi: 10.5617/adno.4689 Full text in Research Archive.
• Lejonberg, Eli (2018). Lektorstudenter i praksis: mestringsforventninger og vurderinger av veiledning. UNIPED.  ISSN 1893-8981.  41(3), s 304- 318 . doi: 10.18261/issn.1893-8981-2018-03-10 Full text in Research Archive.
• Lejonberg, Eli; Elstad, Eyvind; Sandvik, Lise Vikan; Solhaug, Trond & Christophersen, Knut-Andreas (2018). Developmental relationships in schools: pre-service teachers’ perceptions of mentors’ effort, self-development orientation, and use of theory. Mentoring & Tutoring.  ISSN 1361-1267.  26(5), s 524- 541 . doi: 10.1080/13611267.2018.1561011 Full text in Research Archive.
• Lejonberg, Eli; Elstad, Eyvind; Sandvik, Lise Vikan; Solhaug, Trond & Christophersen, Knut-Andreas (2018). Mentors of preservice teachers: The relationships between mentoring approach, self-efficacy and effort. International Journal of Mentoring and Coaching in Education.  ISSN 2046-6854.  7(3), s 261- 279 . doi: 10.1108/IJMCE-12-2017-0076 Full text in Research Archive.
• Elstad, Eyvind; Lejonberg, Eli & Christophersen, Knut-Andreas (2017). Student evaluation of high-school teaching: Which factors are associated with teachers’ perception of the usefulness of being evaluated?. Journal for Educational Research Online.  ISSN 1866-6671. Full text in Research Archive.
• Lejonberg, Eli; Elstad, Eyvind & Christophersen, Knut-Andreas (2017). Teaching evaluation: antecedents of teachers’ perceived usefulness of follow-up sessions and perceived stress related to the evaluation process. Teachers and Teaching: theory and practice.  ISSN 1354-0602.  24(3), s 281- 296 . doi: 10.1080/13540602.2017.1399873 Full text in Research Archive.
• Lejonberg, Eli; Elstad, Eyvind & Hunskaar, Tove Seiness (2017). Behov for å utvikle "det tredje rom" i relasjonen mellom universitet og praksisskoler. UNIPED.  ISSN 1893-8981.  40(1), s 68- 85 . doi: 10.18261/issn.1893-8981-2017-01-06 Full text in Research Archive.
• Lejonberg, Eli; Eriksen, Harald; Elstad, Eyvind & Christophersen, Knut-Andreas (2016). Undervisningsvurdering som utgangspunkt for lærerstudenters profesjonelle vekst: Kan elevers vurdering av lærerstudenter være nyttig?, I: Marit Ulvik; Hanne Riese & Dag Roness (red.),  Å forske på egen praksis. Aksjonsforskning og andre tilnærminger til profesjonell utvikling i utdanningsfeltet.  Fagbokforlaget.  ISBN 978-82-450-2005-2.  kapittel 7.  s 133 - 157
• Lejonberg, Eli & Tiplic, Dijana (2016). Clear Mentoring: Contributing to Mentees’ Professional Self-confidence and Intention to Stay in their Job. Mentoring & Tutoring.  ISSN 1361-1267.  24(4), s 290- 305 . doi: 10.1080/13611267.2016.1252110
• Tiplic, Dijana; Lejonberg, Eli & Elstad, Eyvind (2016). Antecedents of Newly Qualified Teachers’ Turnover Intentions: Evidence from Sweden. International Journal of Learning, Teaching and Educational Research (ILJTER).  ISSN 1694-2493.  15(6), s 103- 127 . doi: 10.26803/ijlter.18.4.1
• Elstad, Eyvind; Lejonberg, Eli & Christophersen, Knut-Andreas (2015). Teaching evaluation as a contested practice: Teacher resistance to teaching evaluation schemes in Norway. Education Inquiry.  ISSN 2000-4508.  6(4), s 375- 399 . doi: 10.3402/edui.v6.27850
• Lejonberg, Eli & Christophersen, Knut-Andreas (2015). School-based mentors’ affective commitment to the mentor role: Role clarity, self-efficacy, mentor education and mentor experience as antecedents. International Journal of Evidence Based Coaching and Mentoring.  ISSN 1741-8305.  13(2), s 45- 63 . doi: http://ijebcm.brookes.ac.uk/documents/vol13issue2-paper-04.pdf
• Lejonberg, Eli; Elstad, Eyvind & Christophersen, Knut-Andreas (2015). Mentor education: challenging mentors’ beliefs about mentoring. International Journal of Mentoring and Coaching in Education.  ISSN 2046-6854.  4(2), s 142- 158 . doi: 10.1108/IJMCE-10-2014-0034
• Lejonberg, Eli & Elstad, Eyvind (2014). Bruk av profesjonsbegrepet i kampen om utdanningspolitikkens innhold, I: Eyvind Elstad & Kristin Helstad (red.),  Profesjonsutvikling i skolen.  Universitetsforlaget.  ISBN 978-82-15-02355-7.  Kapittel 2.  s 39 - 56
• Lejonberg, Eli; Elstad, Eyvind & Christophersen, Knut-Andreas (2014). Judgemental and developmental mentoring: construct development and search of useful measures of mentors’ beliefs about mentoring, In Po Lindvall & David Megginson (ed.),  EMCC Mentoring & Coaching research conference, 2014 Research Conference Book.  European Mentoring & Coaching Council.  ISBN 978-1-910487-00-6.  Chapter.  s 54 - 71

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• Lejonberg, Eli & Nesje, Katrine (2020). Tools for mentoring of preservice teachers.
• Nesje, Katrine & Lejonberg, Eli (2019). Tools for mentoring of preservice teachers: A systematic review.
• Elstad, Eyvind & Lejonberg, Eli (2018). Developing new tools for mentoring in teacher education.
• Lejonberg, Eli (2018). Bør ledere være veiledere for nyutdannede lærere? En problematisering basert på teori om profesjonalitet og etisk bevissthet. NORDVEI- Nordisk tidsskrift i veiledningspedagogikk.  ISSN 2535-3047.  3(1)
• Sandvik, Lise Vikan; Lejonberg, Eli; Solhaug, Trond & Elstad, Eyvind (2018). Mentor integration in teacher education.
• Eriksen, Harald; Lejonberg, Eli; Christophersen, Knut-Andreas & Elstad, Eyvind (2017). When Pupils Evaluate Student Teachers: Does Anonymous Evaluation by Pupils Provide Useful Information?.
• Elstad, Eyvind; Lejonberg, Eli & Christophersen, Knut-Andreas (2015). Vurdering av lærerens arbeid. Bedre Skole.  ISSN 0802-183X.  (4), s 58- 62
• Lejonberg, Eli (2014). Nyutdannede lærere: Mentors rolle ved ansettelsesvurdering. Bedre Skole.  ISSN 0802-183X.  (3) . doi: https://www.utdanningsforbundet.no/upload/Tidsskrifter/Bedre%20Skole/BS_3_2014/BS-0314-WEB_Lejonberg.pdf

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