Eli Lejonberg

• 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 1694-2116.  18(4), s 1- 16
• 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. . doi: 10.1080/02619768.2019.1652902 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.  s 1- 16 . doi: 10.1080/19415257.2019.1623286
• 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 - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge.  ISSN 1504-9922.  12(3), s 22 . doi: 10.5617/adno.4689
• 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
• 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
• 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 1694-2116.  15(6), s 103- 127
• 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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• 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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