Tove Seiness Hunskaar

• Lejonberg, Eli; Jacobsen, Hilde Marie Madsø; Hunskaar, Tove Seiness; Elden, Ingrid; Goldshaft, Beverley & Sjølie, Ela (2025). Utilizing the Theory of Practice Architectures in research on mentoring and professional development. NORDVEI: Nordisk tidsskrift i veiledningspedagogikk. 10. doi: 10.15845/ntvp.v10i2.4402. Full text in Research Archive
• Hunskaar, Tove Seiness; Lejonberg, Eli & Nesje, Katrine (2025). Identifying mentee roles in tool-based practicum mentoring. Mentoring & Tutoring. ISSN 1361-1267. 33(3), p. 294–316. doi: 10.1080/13611267.2025.2471992. Full text in Research Archive Show summary

  This qualitative case study explores mentoring conversations with the use of research-based tools in teacher education. Using thematic analysis to approach 14 mentoring conversations between school-based mentors and preservice teachers (PTs) in practicum, we investigated how combined digital and discursive tools can relate to mentoring conversation characteristics. The findings indicate how the use of tools can prompt and make visible different mentee roles in conversations. The identified mentee roles differ from being active to reactive, and from explorative to less explorative. By introducing the notion of the mentee roles ‘initiator, explorer, responder and receiver’ we contribute to the knowledge about how tools can afford mentoring conversations.

• Hatlevik, Ida Katrine Riksaasen; Eriksen, Tone Malmstedt; Hunskaar, Tove Seiness; Steele, Annfrid Rosøy; Unhjem, Astrid & Vedeler, Gørill Warvik (2024). Transformative partnerships with university schools, Transforming University-based Teacher Education through Innovation A Norwegian Response to Research Literacy, Integration and Technology. Routledge. ISSN 9781032693798. p. 155–169. doi: 10.4324/9781032693798-14. Full text in Research Archive Show summary

  The establishment of transformative partnerships between a teacher education (TE) institution and a few selected “university schools” is widely recognized as a strategy to ensure the ongoing quality development of TE programs and to increase research-based development in schools. The University of Oslo and UiT The Arctic University of Norway were the first TE institutions in Norway to establish these kinds of close and committed partnerships with university schools, and they now have over 10 years of experience. In this chapter, we describe the institutions’ model for transformative partnerships with university schools and highlight important findings from research on various activities that have emerged from this collaboration. The findings indicate that in transformative partnerships where participants collaborate on the management, development, and implementation of TE and on research and development (R&D) in schools, university schools can influence the quality of TE programs. As such, university schools can make research in TE more relevant for themselves and can provide information about on-campus TE activities. Having close connections between schools and campuses also helps to ensure that student teachers will perceive the content of on-campus teaching as being relevant for their future professional practice as schoolteachers.

• Hunskaar, Tove Seiness & Lejonberg, Eli (2024). Mentoring with research-based tools—A holistic approach. Mentoring & Tutoring. ISSN 1361-1267. doi: 10.1080/13611267.2024.2367749. Full text in Research Archive Show summary

  Mentoring aimed at professional development of preservice teachers (PTs) in teacher education is a complex practice. The use of tools has potential to enhance mentoring practices; however, research on using tools in mentoring is often focused on applying a single tool. This qualitative study analyses two dyads of mentor and PT’s structured and holistic mentoring with tools. The tools were developed to elicit PTs’ diverse needs in practicum; the three tool-packages build on a a) simulator-based tool, b) response-based tool, and c) video-based tool. Further, the theory of practice architecture (TPA) provided a frame to understand mentoring practices with the holistic use of tools as interplay among cultural – discursive, material – economic, and social – political arrangements. The findings indicate that tools prefigure participants’ talk as well as how they act and relate to each other and the tools. This paper presents new insight on how tools can enhance quality in mentoring.

• Lejonberg, Eli; Nesje, Katrine; Hunskaar, Tove Seiness & Elstad, Eyvind (2024). School based mentoring tools combining research knowledge, student teachers’ needs and mentors’ professional judgement. In Hatlevik, Ida Katrine Riksaasen; Jakhelln, Rachel Elise & Jorde, Doris (Ed.), Transforming University-based Teacher Education through Innovation: A Norwegian Response to Research Literacy, Integration and Technology. Routledge. ISSN 9781032667898. p. 170–182. Full text in Research Archive Show summary

  This Norwegian-led, internationally relevant edited collection provides new insights into the transformation of teacher education programmes of the future by collating novel and cutting-edge innovations gleaned from ProTed, the Centre for Professional Learning in Teacher Education in Norway. Presenting research findings from a 10-year funded period of innovation and practice, the book discusses the implementation and dissemination of successful innovations to other teacher education institutions, both national and international. Led by direct experiences combined with empirical results, chapters explore a variety of methods that promote best practice within universities and higher education programmes. These include the progression and coherence in programme design, the relationship and partnerships between university campus and schools, teachers' professional identities and communities, integrated teacher education, and the advantages of using video technology in teaching practice for a digital future. Ultimately serving as a useful tool for research-based knowledge to inform policy development, this book will be of interest to researchers, scholars, and postgraduate students in teacher education, higher education, and teacher reform more broadly. Those interested in research design will also find the book useful.

• Hunskaar, Tove Seiness & Gudmundsdottir, Greta Björk (2023). Tool-based mentoring conversations in teacher education: new structures, opportunities and the role of adaptive expertise. International Journal of Mentoring and Coaching in Education. ISSN 2046-6854. 12(4), p. 424–439. doi: 10.1108/IJMCE-12-2022-0103. Full text in Research Archive
• Hatlevik, Ida Katrine R; Hunskaar, Tove Seiness & Eriksen, Tone Malmstedt (2020). Universitet og skole i samarbeid om lærerutdanning - Universitetet i Oslo sin modell for utvidet partnerskap. In Elstad, Eyvind (Eds.), Lærerutdanning i nordiske land. Universitetsforlaget. ISSN 9788215035147. p. 277–295. Full text in Research Archive
• Hunskaar, Tove Seiness & Eriksen, Tone Malmstedt (2019). University Schools as Partners: The Jewel in the Crown of Teacher Education, Kooperation von Universitãt und Schule fõrdern. Verlag Barbara Budrich. ISSN 9783847422099. p. 257–277. doi: 10.2307/j.ctvdf01pd.16. Full text in Research Archive
• Vestøl, Jon Magne; Dahl, Anne Kristin & Hunskaar, Tove Seiness (2018). Kunnskapsintegrasjon i praksis. Samvirke mellom kunnskapsområder i lektorstudenters undervisningspraksis og refleksjoner. Acta Didactica Norge. 12(3), p. 1–21. doi: 10.5617/adno.4447. Full text in Research Archive Show summary

  Denne artikkelen undersøker hvordan kunnskapsområder samvirker i lektorstu-denters undervisningspraksis og refleksjon over praksis. Hensikten med studien har vært å få en nyansert forståelse av hvordan kunnskapsintegrasjon framtrer i noen studenters praksisutøvelse og praksisrefleksjon. Artikkelen bygger på intervjuer med lektorstudenter og deres veiledere og observasjon av lektor-studenters undervisning og tilhørende før- og etterveiledning. Studien viser hvordan studenter utøver kunnskapsintegrasjon i interaksjon med elever og veiledere og hvordan de søker forankring for kunnskapsintegrasjon i pedagogiske perspektiver eller håndverkstradisjon.

• Lejonberg, Eli; Elstad, Eyvind & Hunskaar, Tove Seiness (2017). Behov for å utvikle "det tredje rom" i relasjonen mellom universitet og praksisskoler. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 40(1), p. 68–85. doi: 10.18261/issn.1893-8981-2017-01-06. Full text in Research Archive Show summary

  Lærerutdanningene er blitt kritisert for å fokusere for mye på teoretisk kunnskap med manglende relevans for praktisk lærerarbeid. Økt innslag av praksis er blitt trukket frem som løsning på utfordringen. Arbeid med profesjonell utvikling i praksis er imidlertid utfordrende, og det er et hovedpoeng i denne artikkelen at økt praksisandel i seg selv ikke er løsningen på lærerutdanningens utfordringer. Vi argumenterer for tett samarbeid mellom lærerutdanningene, veilederutdanningene og praksisskolene i «det tredje rom», samt for profesjonalisering av veiledere i praksis som satsningsområde i arbeidet med videre-utvikling av kvalitet i lærerutdanningens praksisdel. Vi presenterer tre modeller for å belyse samarbeidsrelasjonen mellom lærerutdanning og praksisskoler. Benevnelsen «profesjonsrettet praksis» brukes for å benevne kvalifisert og teoribasert arbeid med lærerstudenters profesjonelle utvikling i lærerutdanningens praksis. Artikkelen belyser vurderinger knyttet til utfordringer og veivalg i det videre arbeidet med utviklingen av en profesjonsrettet praksis i lærerutdanningen.

• Engelien, Kirsti Lyngvær & Hunskaar, Tove Seiness (2015). Video-based Assessment for Learning in Teacher Education. In Ho, Curtis P. & Lin, Grace (Ed.), E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015. Association for the Advancement of Computing in Education (AACE). ISSN 9781939797209. p. 581–581. Full text in Research Archive
• Hunskaar, Tove Seiness & Borge, Inger Christin (2015). Ønsker du å utvikle matematikkundervisningen din? In Rindal, Ulrikke Elisabeth; Lund, Andreas & Jakhelln, Rachel Elise (Ed.), Veier til fremragende lærerutdanning. Universitetsforlaget. ISSN 9789788215028. p. 99–110. Full text in Research Archive

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• Lejonberg, Eli; Jacobsen, Hilde Marie Madsø; Hunskaar, Tove Seiness; Elden, Ingrid; Goldshaft, Beverley & Sjølie, Ela (2025). Investigating mentoring and teacher practices with TPA: Perceived challenges. Full text in Research Archive
• Lejonberg, Eli; Hunskaar, Tove Seiness & Fransson, Göran (2024). Innovative Approaches to Mentoring: Towards a Common Ground for a Theoretical Framework. NORDVEI: Nordisk tidsskrift i veiledningspedagogikk. doi: 10.15845/ntvp.v9i2.4083. Full text in Research Archive
• Damsa, Crina I.; Hunskaar, Tove Seiness & Andersson-Bakken, Emilia Ingegerd (2017). Tablet-mediated video observations as means for guidance and practice-based learning in teacher education. Full text in Research Archive
• Løken, Olav Christian Efskin & Hunskaar, Tove Seiness (2025). Fra kontroll til tillit? En kvalitativ casestudie av skolelederes erfaringer med overgangen fra New Public Management til tillitsbasert ledelse. Universitetet i Oslo. Full text in Research Archive

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