Silje Leifsen

• Leifsen, Silje; Knain, Erik & Aanesland, Torunn Strømme (2026). Creating Space for Boundary-Crossing Conversations in Science Teacher Education: A Deep Dive into Conversations Between School-Based and University-Based Teacher Educators. Journal of Science Teacher Education. ISSN 1046-560X. doi: 10.1080/1046560x.2026.2662828. Full text in Research Archive Show summary

  The complexity of the proficiencies that future science teachers must acquire during their teacher education program often leads to a fragmented experience. Establishing informal collaborations between teacher educators is one of several interventions that can enhance coherence in science teacher education. This article explores how such informal collaborations among teacher educators can support interaction that leads to boundary crossing between teacher educators from school and university. Using video data from a teacher educator workshop, we analyze interactions through the lens of framing to identify, categorize and provide examples of five types of boundary crossings that can appear in such conversations: (1) firm boundaries that cannot be crossed, (2) persisting boundaries that are crossed from one side, (3) persisting boundaries that are approached from all sides, (4) firm boundaries that are not approached, and (5) boundaries that dissolve or are irrelevant. These findings offer insights into the variety of boundary crossing as an interactional phenomenon and opens for improved boundary-crossing conversations in science teacher education, suggesting measures to strengthen such interactions and enhance coherence.

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• Leifsen, Silje (2025). Crossing boundaries in science teacher education: fostering coherence through video-based mentoring. doi: https:/virtual.oxfordabstracts.com/event/73500/submission/793/poster. Full text in Research Archive Show summary

  In science teacher education, pre-service science teachers (PSTs) encounter challenges in integrating knowledge between the theoretical perspectives acquired at the university and the practical knowledge and experiences acquired in school practicum. PSTs often face boundaries between these components which can cause a lack of coherence within teacher education programmes. This design-based study investigates how a guide for video-based mentoring can act as a boundary-crossing tool to enhance coherence in science education. The study comprises two phases: (1) development of the guide through literature reviews, a workshop and a focus group with teacher educators (N=6); and (2) testing the guide with PSTs (N=6) and their mentors (N=6) during practicum, utilising video-recorded lessons as part of the discussion. Data were collected through video recordings of interactions and audio-recorded interviews. For Phase 1, interaction analysis revealed five ways in which boundary crossing can occur during conversations with teacher educators. Preliminary findings from Phase 2, based on reflexive thematic analysis, demonstrate variability in mentors' utilisation of the guide, influenced by the perceived relevance of theoretical content of the guide. Further analyses will also consider PSTs’ perspectives of video-based mentoring. The study offers initial insights into the role of science education in fostering coherence between theoretical knowledge and practical application, suggesting potential implications for the theoretical focus in mentoring practices. This project invites discussions on the role of science education in supporting coherence in teacher preparation.

• Leifsen, Silje (2025). Boundary objects in mentoring pre-service science teachers - mentor teachers' perspectives. Full text in Research Archive Show summary

  Mentor teachers play an important role in pre-service science teachers’ development. Using tools like video recordings from pre-service teachers’ lessons and guides can enhance pre-service teachers’ reflection and connection of theory and practice. This study aims to explore how mentor teachers use a video-based mentoring guide (boundary object) and their approach to mentoring pre-service science teachers. Through reflexive thematic analysis of video-recorded mentoring conversations (N=8) and interviews with mentor teachers (N=6), preliminary findings indicate that a non-directive and active or reactive approach to mentoring relates to active use of the guide provided. This study provides insights to the characteristics of how the use of guides and video recordings relates to mentoring approaches and connection between science didactical theory and practice. Finally, the study highlights approaches to mentoring pre-service science teachers that provides opportunities to effectively connect practice with science didactical perspectives.

• Leifsen, Silje (2022). Videobasert veiledning av lektorstudenter om kjernepraksiser i naturfag. Full text in Research Archive

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