Katrine Nesje

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Norwegian version of this page
Mobile phone +4795769090
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Visiting address Moltke Moes vei 35 Niels Henrik Abels hus 0851 OSLO
Postal address Postboks 1099 Blindern 0317 OSLO

Academic Interests

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Teaching

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Higher education and employment history

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Honoraria

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Appointments

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Cooperation

 

Publications

  • Børte, Kristin; Nesje, Katrine & Lillejord, Sølvi (2020). Barriers to student active learning in higher education. Teaching in Higher Education.  ISSN 1356-2517.  s 1- 20 . doi: 10.1080/13562517.2020.1839746
  • Nesje, Katrine (2020). The Origin and Adaptation of Teach First Norway, In Matthew A.M. Thomas; Emilee Rauschenberger & Katherine Crawford-Garrett (ed.),  Examining Teach For All International Perspectives on a Growing Global Network.  Routledge.  ISBN 9780367336486.  Kapittel.
  • Nesje, Katrine (2020). Virituelle klasseromssimuleringer i lærerutdanningen, I: Eyvind Elstad (red.),  Lærerutdanning i nordiske land.  Universitetsforlaget.  ISBN 978-82-15-03514-7.  Kapittel 11.  s 243 - 255
  • Nesje, Katrine; Brandmo, Christian & Berger, Jean-Louis (2018). Motivation to Become a Teacher: a Norwegian Validation of the Factors Influencing Teaching Choice Scale. Scandinavian Journal of Educational Research.  ISSN 0031-3831.  62(6), s 813- 831 . doi: 10.1080/00313831.2017.1306804 Full text in Research Archive.
  • Nesje, Katrine; Canrinus, Esther Tamara & Strype, Jon (2018). "Trying on teaching for fit" - Development of professional identity among professionals with multiple career opportunities. Teaching and Teacher Education : An International Journal of Research and Studies.  ISSN 0742-051X.  69, s 131- 141 . doi: 10.1016/j.tate.2017.10.011
  • Brandmo, Christian & Nesje, Katrine (2017). Factors motivating students to become secondary school teachers: Evidence from Norway, In Helen M. G. Watt; Paul W. Richardson & Kari Smith (ed.),  Global perspectives on teacher motivation.  Cambridge University Press.  ISBN 978-1-107-10498-3.  4.  s 94 - 124
  • Nesje, Katrine (2016). Teach First Norway - who joins and what are their initial motivations for teaching? :. Acta Didactica Norge.  ISSN 1504-9922.  10(2), s 150- 178 . doi: 10.5617/adno.2512
  • Nesje, Katrine (2014). Teach First Norway. Nye modeller i lærerutdanningen, I: Eyvind Elstad & Kristin Helstad (red.),  Profesjonsutvikling i skolen.  Universitetsforlaget.  ISBN 978-82-15-02355-7.  Kapittel 5.  s 97 - 113

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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.
  • Lillejord, Sølvi; Børte, Kristin & Nesje, Katrine (2018). De yngste barna i skolen - lek og læring, arbeidsmåter og arbeidsmiljø. En forskningskartlegging.
  • Lillejord, Sølvi; Børte, Kristin; Nesje, Katrine & Ruud, Erik (2018). Learning and teaching with technology in higher education. A systematic review.
  • Brandmo, Christian & Nesje, Katrine (2017). Family background as an antecedent of motivation to teach in Norway.
  • Nesje, Katrine; Canrinus, Esther Tamara & Strype, Jon (2017). Teacher “on hold” - Professional identity constructions of Teach First candidates..
  • Canrinus, Esther Tamara; Nesje, Katrine; Fokkens-Bruinsma, Marjon & Brandmo, Christian (2016). Do we fit the FIT? Norwegian and Dutch student teachers’ motivation to become a teacher..
  • Nesje, Katrine; Canrinus, Esther Tamara; Fokkens-Bruinsma, Marjon & Brandmo, Christian (2016). Fitting the FIT: Motivation for becoming a teacher in Norway and the Netherlands.
  • Brandmo, Christian; Nesje, Katrine; Tiplic, Dijana & Elstad, Eyvind (2014). Components of teachers' work motivation: What motivates students to become teachers and what motivate teachers to stay?.

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Published Jan. 10, 2013 8:24 AM - Last modified Aug. 22, 2016 10:15 AM