Eli Lejonberg

• Lejonberg, Eli & Nesje, Katrine (2025). Developing mentoring competence with practice videos: Perceptions related to technology use. Social Sciences & Humanities Open (SSHO). 12. doi: 10.1016/j.ssaho.2025.101776. Fulltekst i vitenarkiv Vis sammendrag

  Mentor educators strive to develop learning designs enhancing competence relevant for future mentors of new teachers. By zooming in on mentor students' perceptions and emotions, especially related to technology use, we acknowledge the complexity of video based learning designs. This work illuminates innovation in mentor education by investigating mentor students’ experiences with video based learning designs developed to enhance mentoring competence. Data consists of open ended survey data from 57 mentors describing experiences related to learning designs consisting of several integrated elements such as filming of mentoring, analysis of film, peer collaboration, theory use, and paper writing. The work uses theory of technology acceptance as point of departure to investigate perceptions of technology use. Theory of practice architectures is used to illuminate use of technology in complex learning designs as arrangements for practice that can enhance mentors professional development. Findings indicate how video based learning designs can afford new insights and professional development, if use of video is carefully designed for. The importance of taking affective aspects into consideration when designing for technology use, is highlighted.

• 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. Fulltekst i vitenarkiv
• Hunskaar, Tove Seiness; Lejonberg, Eli & Nesje, Katrine (2025). Identifying mentee roles in tool-based practicum mentoring. Mentoring & Tutoring. ISSN 1361-1267. 33(3), s. 294–316. doi: 10.1080/13611267.2025.2471992. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Lejonberg, Eli; Nesje, Katrine; Gunnulfsen, Ann Elisabeth & Aanesland, Torunn Strømme (2025). Developing Competence for Teachers, Mentors, and School Leaders: How Can Video-Based Learning Designs Facilitate Authentic Learning? Education Sciences. 15(3). doi: 10.3390/educsci15030370. Fulltekst i vitenarkiv Vis sammendrag

  The use of video-based learning designs in higher education has gained increased attention in higher education in the last decade. The aim of this study is to contribute to the development of knowledge about video-based learning designs as potential drivers of professional competence for different practitioners in schools: teachers, mentors, and school leaders. By adopting a theoretical perspective of authentic learning, we explore how different video-based learning designs can play out in educational settings. Based on a comparative analysis of learning designs and student experiences, we argue that the use of practice videos does not necessarily enhance authentic learning. Findings illuminate how student interaction with practice videos and other mediating tools can contribute to authentic learning. However, the findings also illuminate how university-based educators need to be conscious in striving to design authentic learning. The potential of coaching and mentoring as potential mediators that can enhance learning is highlighted. Implications for designing for video-based professional development are elaborated on.

• Jacobsen, Hilde Marie Madsø & Lejonberg, Eli (2024). Organizing mentoring and induction practices: understood through the eyes of newly qualified teachers. Mentoring & Tutoring. ISSN 1361-1267. doi: 10.1080/13611267.2024.2360603. Fulltekst i vitenarkiv Vis sammendrag

  Measures aimed at newly qualified teachers (NQTs) in Norway are characterized by ambitious policy expectations, though with leeway for practitioners. This article investigates how NQTs perceive practices enacted to include them in the teaching profession while identifying the actors of such practices. We use practice architectures theory and the notion of ecology of educational practices to analyze conditions associated with mentoring and induction practice. Findings show that NQTs in Norway perceive mentoring and follow-up arrangements as limited and poorly adapted to their needs. We emphasize the need to take seriously tensions linked to mentoring practices, which become evident when NQTs problematize issues such as long-term temporary employment and school leaders as mentors. We argue for prioritizing mentoring practices and the closer follow-up of new teachers; the study illustrates how this may happen through better coupling between mentoring practices and other educational practices.

• Lejonberg, Eli; Nesje, Katrine; Elstad, Eyvind & Christophersen, Knut-Andreas Abben (2024). Innovative approaches to mentoring: preservice teachers’ perceptions of peer mentoring based on a decision simulator. International Journal of Mentoring and Coaching in Education. ISSN 2046-6854. 13(3), s. 277–294. doi: 10.1108/IJMCE-03-2023-0028. Fulltekst i vitenarkiv
• Lejonberg, Eli; Nesje, Katrine & Jacobsen, Hilde Marie Madsø (2024). Veiledning for å fremme nyutdannede som ressurs: Hvordan bruk av samtaleguider kan bidra. I Kvam, Edel Karin; Roness, Dag; Ulvik, Marit; Helleve, Ingrid Maria & Smith, Kari (Red.), Veiledning og profesjonell utvikling i skolen. Fagbokforlaget. ISSN 9788245047325. s. 261–288. Fulltekst i vitenarkiv
• Hatlevik, Ida Katrine Riksaasen & Lejonberg, Eli (2024). Promoting professional identity development. Teachers as mentors on campus, Transforming University-based Teacher Education through Innovation A Norwegian Response to Research Literacy, Integration and Technology. Routledge. ISSN 9781032693798. s. 185–195. doi: 10.4324/9781032693798-17. Fulltekst i vitenarkiv Vis sammendrag

  This chapter describes a voluntary profession-oriented mentoring program for student teachers enrolled in a five-year integrated teacher education (TE) program, located on the campus of the University of Oslo (UiO). The aim of the program is to promote student teachers’ social and academic integration, help them to develop a teacher identity, and create a sense of coherence between the content taught in TE and professional practice; in the longer term, another goal is to prevent student dropout. Student teachers enrolled in the program are divided into groups of 10–20 by subject, and they meet their mentors three times per semester. The mentors who lead these groups are schoolteachers with extensive mentor education and experience; they also teach subjects similar to those the student teachers are studying. The findings from a longitudinal study indicate that the student teachers perceive the program to be particularly valuable in the initial years of study, when they are only taking subject studies and have no regular teaching duties in profession-specific subjects. The importance of the program is especially linked to participants’ experience of belonging to a study community and to the development of student teachers’ professional identity during the five-year TE program.

• 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. Fulltekst i vitenarkiv Vis sammendrag

  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. I Hatlevik, Ida Katrine Riksaasen; Jakhelln, Rachel Elise & Jorde, Doris (Red.), Transforming University-based Teacher Education through Innovation: A Norwegian Response to Research Literacy, Integration and Technology. Routledge. ISSN 9781032667898. s. 170–182. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Jacobsen, Hilde Marie Madsø; Jensen, Ruth & Lejonberg, Eli (2023). Tracing ideas about mentoring newly qualified teachers and the expectations of school leadership in policy documents. International Journal of Leadership in Education. ISSN 1360-3124. doi: 10.1080/13603124.2023.2218110. Fulltekst i vitenarkiv Vis sammendrag

  The practice of mentoring newly qualified teachers (NQT) has gained international attention in research over the past few decades, but little attention has been paid to ideas about mentoring NQT as they are presented in policy documents. Such ideas are important, as they represent what lies behind certain specific policy initiatives and measures. Consequently, this study aimed to provide insight into ideas about mentoring NQT, and to clarify expectations of school leadership regarding such issues conveyed in Norwegian policy documents. Discourse analysis inspired by theories on discursive institutionalism and governance was conducted on five policy papers. The documents were selected from a national educational level in Norway, where the emphasis on mentoring NQT has increased significantly over the past few decades. Three core ideas became visible through analysis: mentoring as a matter of institutionalization, of cultivating career-long collective learning and development, and of boundary work across institutions. Our analysis demonstrates how these ideas are made thinkable and calculable to practitioners and are expected to be used as instruments for practice, as well as how they can be institutionalized into practices of mentoring and, thus, practicable in the Norwegian context. The indicated expectations of school leadership are discussed.

• Pettersen, Marthe & Lejonberg, Eli (2022). Elevrespons i praksisveiledning: Hvordan kan et verktøy bidra til støtte, utfordring og teoretisk forankret refleksjon? NORDVEI: Nordisk tidsskrift i veiledningspedagogikk. 7(1). doi: 10.15845/ntvp.v7i1.3336. Fulltekst i vitenarkiv Vis sammendrag

  Praksisveiledere i skolen skal bidra til at fremtidens lærere utvikler relevant kompetanse. Dette bidraget tar utgangspunkt i forskning som indikerer at det er viktig, men vanskelig, for veiledere å bidra til at teoretisk forankring og refleksjon er bærebjelker i veiledning. I studien har lærerstudenter og deres praksisveiledere prøvd ut et forskningsbasert verktøy for innhenting av elevers tilbakemeldinger på lærerstudentens undervisning. Elevenes respons er lagt til grunn for veiledningssamtaler. Data er hentet ved å observere veiledningssamtaler hvor elevrespons tas i bruk og ved å intervjue lærerstudenter om erfaringer med å motta og bruke elevrespons i praksis. Analysene er forankret i teori om ulike tilnærminger til veiledning. Funnene kan tyde på at bruk av verktøy i praksisveiledning kan bidra til teoretisk forankret refleksjon knyttet til kompetanse lærere trenger og bidra både til å støtte og å utfordre lærerstudenter.

• Lejonberg, Eli & Hatlevik, Ida Katrine Riksaasen (2022). ‘Is there anything more to professionalism than knowledge?’—relating theory and practice in a university-based institutionalisation of a third space for preservice teachers. Mentoring & Tutoring. ISSN 1361-1267. 30(5), s. 606–633. doi: 10.1080/13611267.2022.2127259. Fulltekst i vitenarkiv Vis sammendrag

  This article investigates practices that engage preservice teachers’ ideas of professionalism within the context of a university-based mentoring programme. The case is explored by observation of mentoring sessions, analysis of documents grounding the mentoring sessions, and mentor and mentee interviews. Practices are investigated through the theory of practice architectures and made the subject of a thematic analysis. The purpose of the investigation is to highlight how practices can contribute to enhancing preservice teachers’ understanding of different aspects of professionalism, particularly those related to expectations of teachers’ professional competence. The findings show how mentoring practices can contribute to widening preservice teachers’ understanding and how contextual factors, like power relations, can come into play in mentoring practices. The analyses illuminate how professionalism is being negotiated in a third space institutionalised in a campus-based mentor programme in teacher education.

• Nesje, Katrine & Lejonberg, Eli (2022). Tools for the school-based mentoring of pre-service teachers: A scoping review. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 111. doi: 10.1016/j.tate.2021.103609. Fulltekst i vitenarkiv Vis sammendrag

  This scoping review aims to deepen the understanding and knowledge of tools used in mentoring pre-service teachers during practicum. Thirty qualitative, quantitative and multi-method studies were included. Three categories of tools emerged in the analysis: technological, discursive and epistemic. The impact of tools on preservice teachers' professional development is investigated through four domains that constitutes the preservice teachers' professional learning (Clarke & Hollingsworth, 2002). Findings show that tools used in mentoring has great potential for boosting preservice teachers' reflections about teaching and learning. The review stresses the importance of a structured and holistic approach to mentoring pre-service teachers.

• 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. Fulltekst i vitenarkiv Vis sammendrag

  Teaching practice periods are intended to prepare pre-service teachers for their professional lives as teachers. With this in mind, we have developed a tool for gathering feedback from learners taught by teachers-in-training to provide these pre-service teachers with feedback that contributes to their professional development. This study presents findings on the degree to which pre-service teachers perceived the feedback from learners to be useful. Using structural equation modeling, we also explored the associations between characteristics of the pre-service teachers and the perceived usefulness of the assessment process. We conclude that teacher training could capitalize on this underutilized form of feedback.

• Jacobsen, Hilde Marie Madsø; Lejonberg, Eli & Elstad, Eyvind (2020). Veiledning med digital øreplugg: erfaringer fra en utprøvning. I Elstad, Eyvind (Red.), Lærerutdanning i nordiske land. Universitetsforlaget. ISSN 9788215035147. s. 296–315. Fulltekst i vitenarkiv
• Lejonberg, Eli; Dahl, Anne Kristin & Brovold, Siv Paus (2019). Nye forventninger til veilederrollen: veiledere som ledere av utviklingsprosjekter i skolen. I Helstad, Kristin & Mausethagen, Sølvi (Red.), Nye lærer- og lederroller i skolen. Universitetsforlaget. ISSN 9788215034072. s. 107–126. Fulltekst i vitenarkiv
• Lejonberg, Eli (2019). Hvordan påvirker veilederutdanningene utøvelse av veilederrollen? En analyse av forventninger uttrykt i styringsdokumenter, forskning og faglitteratur. NORDVEI: Nordisk tidsskrift i veiledningspedagogikk. doi: 10.15845/ntvp.v4i1.1383. Fulltekst i vitenarkiv Vis sammendrag

  Fokuset i denne artikkelen er på veiledere for lærerstudenter og nyutdannede lærere. Formålet med artikkelen er å belyse hvilke forventninger som rettes mot veilederutdanningens påvirkning på utøvelse av veilederrollen slik dette kommer til uttrykk i faglitteratur, forskning og styringsdokumenter. Analysene viser at forventninger om at en veileder skal være lyttende og innta rollen som kritisk venn står sterkt i faglitteraturen som brukes i veilederutdanningene og i forskning. Det er imidlertid også forskning som nyanserer bildet og hvor roller som eksempelvis guidende, vurderende og modellerende tilnærminger trekkes frem som fordelaktig. I styringsdokumentene som analyseres, fremmes ulike forventninger. I retningslinjer for skolering av veiledere fremmes forventninger om at veileder skal være lyttende og innta rollen som kritisk venn tydelig, men det åpnes også for en mer mangefasettert veilederrolle. De undersøkte stortingsmeldingene karakteriseres av formuleringer som åpner for ulike veilederroller, mens undersøkte utredninger bestilt av Kunnskapsdepartementet vektlegger rollen som lytter og kritisk venn. I lys av funnene diskuteres implikasjoner for veiledning i praksis og for skolering av veiledere.

• 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. Fulltekst i vitenarkiv Vis sammendrag

  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.

• 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. Fulltekst i vitenarkiv Vis sammendrag

  The main purpose of a current Norwegian educational policy is to stimulate secondary learners’ basic skills. This study focuses on writing skills in schools’ content areas. Teachers’ collaborative activities across school subjects are central components of this endeavour: teachers will discuss with colleagues how they can better provide feedback on the students’ written assignments. Providing feedback on students writing has traditionally been stressed more in some school subjects than in others. We examined the relationships between the teachers’ subject-related context and their personal benefits from collaboration across subjects. We also examined the relationship between the attitudes towards the national education policy and personal benefits of teacher collaboration on feedback. Furthermore, we explored the teachers’ self-efficacy, which is related to the perceived benefits of collaboration across subjects. Regression analyses were performed. A key finding is that the teachers’ subject contexts—their subject-specific beliefs—are related to the personal benefits of teacher collaboration. This means that subject matter contexts might interact with the policy. Further, we found that the more positive teachers in the subjects Norwegian or foreign languages were of the policy, the greater were the benefits in collaboration across subjects. For other teacher groups, it was different. Social studies teachers had the highest personal benefits from collaboration across subjects and the highest policy attitudes, while teachers in Norwegian or foreign languages had the highest self-efficacy. The group of other teachers (science and maths teachers) had low self-efficacy, low policy attitudes, and low personal benefits of collaboration. The implications for school practice, policy design, and further research are discussed.

• 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 (ADNO). 13(1). doi: 10.5617/adno.5485. Fulltekst i vitenarkiv Vis sammendrag

  Frafall blant studenter som er i starten av studiet, er en stor utfordring for lærerutdanninger, og det er få norske studier som har undersøkt tiltak som kan imøtekomme frafallsproblematikk. Artikkelen belyser hvordan mentoroppfølging av lektorstudenter kan bidra til en god start på studiene. Mentoroppfølgingen som undersøkes her, innebærer at studentene er delt inn i grupper etter fagkombinasjon og møtes tre ganger per semester. Gruppene ledes av en veilederutdannet lærer med samme fagbakgrunn og som har sitt primære virke i skolen. Artikkelen bygger på intervjuer med studenter og mentorer og to spørreskjemaundersøkelser blant studentene. Funnene indikerer at førsteårs lektorstudenter har et stort behov for tiltak som bidrar til at de blir kjent med andre lektorstudenter som følger samme studieløp, men at organisatoriske tiltak som skal bidra til sosial integrasjon, også bør ha et innhold som er relevant for utdanningens formål. Artikkelen bidrar med kunnskap om at oppfølging ved en mentor kan imøtekomme utfordringer førsteårsstudenter kan ha både med å bli del av et studiefellesskap og med å starte utvikling av læreridentitet. I tillegg kan mentoroppfølging få frem utdanningsinnholdets relevans tidlig i studiet. Dette er kunnskap som også kan ha overføringsverdi til andre lærerutdanningsprogram.Nøkkelord: lærerutdanning, mentoroppfølging, utvikling av læreridentitet, identitetsdanning, studieengasjement, studiemiljø, frafallMentoring in teacher education:How mentoring may contribute to a good startAbstractDropout among students at the beginning of their studies is a major challenge for teacher education programmes. Few Norwegian studies have investigated activities aimed at addressing dropout issues in teacher education. This article highlights how mentoring can provide student teachers with a good start in their teacher education. In the empirical setting examined here, mentoring implies that student teachers were divided into groups by subject, and they met with their mentors three times per semester. The mentors leading these groups were schoolteachers with mentor education, who were teaching similar subjects to those that the students were studying. The data collection methods included interviews with the student teachers at the end of their first year of teacher education and with their mentors, and two student surveys. This article contributes to the literature by providing knowledge of how the challenges students may face at the beginning of their studies, can be addressed by activities that not only have a social agenda but also include content that is educationally relevant. Our results show that the mentoring activities investigated in this study helped the student teachers by allowing them to get to know other first year student teachers taking the same subjects, by broadening their insights into the teaching profession and enabling them to start developing a teacher identity, as well as by clarifying the relevance of the educational content early in the programme. This knowledge may also have transfer value to other teacher education programmes.Keywords: teacher education, mentoring, teacher identity development, identity formation, student engagement, study environment, student dropout

• 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. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Lejonberg, Eli (2018). Lektorstudenter i praksis: mestringsforventninger og vurderinger av veiledning. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 41(3), s. 304–318. doi: 10.18261/issn.1893-8981-2018-03-10. Fulltekst i vitenarkiv Vis sammendrag

  Tema for denne studien er lektorstudenters vurderinger av veiledning i praksis. Data er innhentet fra studenter ved en lektorutdanning for 8–13. trinn når studentene er noe over halvveis i studiet: de har gjennomført faglig fordypning i to fag, og de har vært i kortvarige praksisperioder på opptil tre uker. Snart skal lektorstudentene ut i en åtteukers praksisperiode. Dette bidraget bidrar til å belyse oppfatninger hos lektorstudenter på dette stadiet: Hvordan vurderer lektorstudentene praksisveiledere, hva kjennetegner deres oppfatninger om veiledning og hvordan vurderer de egne undervisningsferdigheter? Data er hentet fra 114 lektorstudenter og analysene er gjort med strukturell likningsmodellering (SEM). Analysene indikerer at lektorstudentene vurderer veilederes kompetanse som relativt god. De som vurderer veilederes kompetanse høyere, rapporterer også større tro på egne evner som lærer. De som ønsker høyere grad av klare tilbakemeldinger i veiledning, rapporterer også høyere grad av tro på egne evner. De studentene som vurderer tillit og trygghet høyere, rapporterer lavere grad av tro på egne evner. I lys av disse funnene diskuteres implikasjoner for veiledning i praksis.

• 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. Fulltekst i vitenarkiv Vis sammendrag

  For the last two decades mentoring as a developmental relationship has been investigated and elaborated on by several researchers. In our study, 382 pre-service teachers answered questions about aspects of developmental mentoring relationships. Using structural equational modelling, we investigated relations between mentors’ effort, self-development orientation and theory-use as possible predictors of perceived developmental support. Our findings indicated that pre-service teachers’ perceptions of school mentors’ effort and self-development orientation were positively associated to their perceptions of developmental support in mentoring. Mentors’ emphasis on theory in mentoring discussions was negatively, although weakly, related to pre-service teachers’ perceptions of receiving developmental support.

• 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. Fulltekst i vitenarkiv Vis sammendrag

  Purpose The purpose of this paper is to discuss how different styles of mentoring in teacher education relate to mentor characteristics. Pre-service teachers often want practical advice. However, in Norway, school mentors have traditionally been encouraged to promote reflection rather than offering advice. This study seeks to explore the relationship between mentors’ support for reflection based and clear mentoring (a relatively direct approach to mentoring) and mentors’ self-efficacy and effort. Design/methodology/approach Using structural equation modelling of cross-sectional survey data (from 272 school mentors), the researchers in this study tested empirical interrelations between reflection-based mentoring, clear mentoring, mentor efficacy and effort. Clear mentoring was a reasonably consistent construct, while refection-based mentoring was a more elusive concept. Findings Effort was associated with support for reflection, while self-efficacy was moderately related to clear mentoring and reflection-based mentoring. The results illustrate that reflection-based methods are demanding for mentors. If direct approaches are more effective, additional evidence would be required to support mentor training that heavily emphasises reflection. Research limitations/implications Longitudinal and quasi-experimental studies are needed to support inferences about causality. Variable omission may have influenced the models. More research is needed to better understand the concept of reflection-based mentoring. Originality/value This paper contributes to the mentoring field by examining mentors’ preference for reflection based and clear mentoring and how such preferences are related to self-efficacy and effort. It also contributes to general and theoretical discussions about the relationships between beliefs about mentoring and mentor characteristics.

• 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. Fulltekst i vitenarkiv
• 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. 12(3), s. 22–22. doi: 10.5617/adno.4689. Fulltekst i vitenarkiv Vis sammendrag

  I de siste årene har nasjonale utdanningsmyndigheter initiert flere skole-utviklingsreformer. En av disse reformene er «Ungdomstrinn i utvikling»: en nasjonal satsing med tilbud om støtte til lokalt utviklingsarbeid i klasseledelse, regning, lesing eller skriving. Et særpreg ved denne typen skoleutviklings-reformer er at kompetanse skal utvikles på kollektiv basis blant skolens personale på tvers av skolefag. En rekke utfordringer knyttet til design og gjennomføring har imidlertid blitt påpekt. Det er ledelsen på en skole som har ansvaret for å kommunisere reformens intensjoner og lede reformens arbeids-prosesser på skolen. Samtidig er det et kjennetegn ved læreryrket i Norge at lærerne har høy beslutningsautonomi. Med en slik bakgrunn er det interessant å studere styrkene i empiriske relasjoner mellom tydelig skoleledelse, lærernes opplevde autonomi og oppfattet nytte av å diskutere med kollegaer. Alle lærerne ved 5 ungdomsskoler deltok i en tverrsnittsundersøkelse basert på spørreskjema. Skolene disse lærerne arbeidet ved, deltok i en satsing på å stimulere skriving som grunnleggende ferdighet. Strukturell likningsmodellering ble brukt for å beregne styrken i de empiriske relasjonene mellom begreper som inngår i en teoretisk begrunnet modell. Begrepene baserte seg på flere indikatorer. Tydelig kommunisert lederskap er klart positivt relatert til lærernes kollektive diskusjon om skriving, som igjen er sterkt positivt relatert til lærernes kollektive vurdering av satsingen. Tydelig lederskap er derimot bare svakt, men positivt relatert til lærernes opplevde beslutningsautonomi, som igjen er svakt positivt relatert til lærernes kollegadiskusjoner. Imidlertid er ikke opplevd autonomi relatert til lærernes kollektive vurdering av satsingen. Implikasjoner for ledelse og for-bedringsarbeid drøftes.

• 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), s. 68–85. doi: 10.18261/issn.1893-8981-2017-01-06. Fulltekst i vitenarkiv Vis sammendrag

  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.

• 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. Fulltekst i vitenarkiv Vis sammendrag

  This study examines teaching evaluation based on student feedback which is intended to contribute to teachers’ professional development. Although studies have highlighted that teaching evaluation is a potential source of professional development and that follow-up sessions are crucial to this benefit, little attention has been paid to the usefulness of follow-up sessions as perceived by the teachers involved. Based on 217 teacher responses and analysis done with Structural Equation Modelling, this article provides additional insight into teaching evaluation by investigating possible antecedents for teachers’ perceived usefulness of follow-up sessions and for evaluation-related stress. Our results indicate that the perceived developmental purposes of teaching evaluation, recognition of the person conducting follow-up sessions and perceived clear communication from leaders are positively related to teachers’ perceived usefulness of follow-up sessions. Higher levels of perceived control purposes are related to higher levels of reported stress among the evaluated teachers. This is an Accepted Manuscript of an article published by Taylor & Francis in Teachers and Teaching: theory and practice on 09 Nov 2017, available online: http://www.tandfonline.com/10.1080/13540602.2017.1399873

• 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. Fulltekst i vitenarkiv Vis sammendrag

  This study builds on and contributes to work about the use of student evaluation of teacher performance. Although many studies have examined multiple forms of teacher evaluation, not much has been written about high school teachers’ perception of the usefulness of evaluations performed anonymously by students. This article provides additional insight by exploring factors contributing to Norwegian high school teachers’ perceptions of the usefulness of evaluations. Structural equation modelling indicates that perceptions of the developmental purposes of the evaluation process and of clear communication from the school leadership, as well as acknowledgement of the students’ ability to evaluate, are associated with teachers’ perceptions of the usefulness of the evaluation. Student ratings are often used for administrative purposes and tend to be underutilized for developmental purposes. Our fi ndings suggest that feedback from student ratings can be useful in improving teaching practices by providing high school teachers with constructive feedback with which to improve the quality of their teaching.

• 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 Ulvik, Marit; Riese, Hanne & Roness, Dag (Red.), Å forske på egen praksis. Aksjonsforskning og andre tilnærminger til profesjonell utvikling i utdanningsfeltet. Fagbokforlaget. ISSN 9788245020052. s. 133–157. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Elstad, Eyvind; Lejonberg, Eli & Christophersen, Knut-Andreas (2015). Teaching evaluation as a contested practice: Teacher resistance to teaching evaluation schemes in Norway. Education Inquiry. 6(4), s. 375–399. doi: 10.3402/edui.v6.27850. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. 13(2), s. 45–63. Fulltekst i vitenarkiv
• Lejonberg, Eli; Elstad, Eyvind & Christophersen, Knut-Andreas (2014). Judgemental and developmental mentoring: construct development and search of useful measures of mentors’ beliefs about mentoring. I Lindvall, Po & Megginson, David (Red.), EMCC Mentoring & Coaching research conference, 2014 Research Conference Book. European Mentoring & Coaching Council. ISSN 9781910487006. s. 54–71. doi: 10.1108/ijmce-10-2014-0034. Fulltekst i vitenarkiv
• Lejonberg, Eli & Elstad, Eyvind (2014). Bruk av profesjonsbegrepet i kampen om utdanningspolitikkens innhold. I Elstad, Eyvind & Helstad, Kristin (Red.), Profesjonsutvikling i skolen. Universitetsforlaget. ISSN 9788215023557. s. 39–56. Fulltekst i vitenarkiv

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• Salo, Petri; Elden, Ingrid; Lejonberg, Eli; Nehez, Jaana & Seiser, Anette Forssten (2026). Supporting Educator Agency: Perspectives on Educators’ Professional Learning in and for Practice. Fulltekst i vitenarkiv Vis sammendrag

  The symposium offers valuable insights into contemporary challenges and opportunities for the professional learning of teacher educators. It highlights how educators navigate complex educational landscapes and how professional learning can be structured to better support their agency, wellbeing, and professional growth.

• Elden, Ingrid & Lejonberg, Eli (2026). Early career teacher educators: Learning in and for practice. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Lejonberg, Eli; Jacobsen, Hilde Marie Madsø & Mangen, Ole Tobias (2022). Ledelse av profesjonsfellesskapet: Å anerkjenne nyutdannede lærere som ressurser. Skolelederen. ISSN 0802-2062. Fulltekst i vitenarkiv
• Fransson, Göran & Lejonberg, Eli (2021). Disruptive innovations in teacher education? Fulltekst i vitenarkiv
• Lejonberg, Eli & Nesje, Katrine (2020). Tools for mentoring of preservice teachers. Fulltekst i vitenarkiv
• Nesje, Katrine & Lejonberg, Eli (2019). Tools for mentoring of preservice teachers: A systematic review. Fulltekst i vitenarkiv
• Sandvik, Lise Vikan; Lejonberg, Eli; Solhaug, Trond & Elstad, Eyvind (2018). Mentor integration in teacher education. Fulltekst i vitenarkiv
• Elstad, Eyvind & Lejonberg, Eli (2018). Developing new tools for mentoring in teacher education. Fulltekst i vitenarkiv
• 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. 3(1). Fulltekst i vitenarkiv
• Eriksen, Harald; Lejonberg, Eli; Christophersen, Knut-Andreas & Elstad, Eyvind (2017). When Pupils Evaluate Student Teachers: Does Anonymous Evaluation by Pupils Provide Useful Information? Fulltekst i vitenarkiv
• Elstad, Eyvind; Lejonberg, Eli & Christophersen, Knut-Andreas (2015). Vurdering av lærerens arbeid. Bedre Skole. ISSN 0802-183X. s. 58–62. Fulltekst i vitenarkiv
• Lejonberg, Eli (2014). Nyutdannede lærere: Mentors rolle ved ansettelsesvurdering. Bedre Skole. ISSN 0802-183X. Fulltekst i vitenarkiv

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