Eyvind Elstad

• Elstad, Eyvind & Tiplic-Lunde, Dijana (2026). Stress som indikator på strukturelle kompetansebehov i skoleledelse: evidens fra TALIS 2024. I White, Mark Christopher (Red.), Et blikk på norske ungdomsskoler: Sekundæranalyser av TALIS 2024. Cappelen Damm Akademisk. ISSN 9788202944001. s. 203–226. doi: https:/cdforskning.no/cdf/catalog/view/306/1707/16031. Fulltekst i vitenarkiv Vis sammendrag

  Denne studien undersøker den statistiske sammenhengen mellom rektorers opplevelse av arbeidsrelatert stress og deres erkjente behov for kompetanseutvikling. Studien er basert på selvrapporterte data fra rektorundersøkelsen i TALIS 2024. Med utgangspunkt i en teoriramme fra arbeidslivsforskning analyseres dataene ved hjelp av strukturell likningsmodellering (SEM), der stress og utviklingsbehov operasjonaliseres. Når det gjelder rektorers behov for utvikling av egen kompetanse, skiller vi mellom utviklingsbehov innen strategisk ledelse og utviklingsbehov knyttet til det å lede skolen på en informert og analytisk måte, der beslutninger og utviklingstiltak bygger på forskningskunnskap, politikkforståelse og systematisk bruk av data. Vi kaller sistnevnte utviklingsbehov innen kunnskapsbasert lederkompetanse. Funnene viser at rektorer som rapporterer om høyt arbeidsrelatert stress, samtidig rapporterer om økt behov for kunnskapsbasert og strategisk lederkompetanse. En mulig tolkning er at økt stress i forbindelse med jobbkrav og forventninger til rektorrollen gjør kompetansegap og kapasitetssvakheter mer synlige. Funnene antyder dermed at stress ikke bare er et problem, men også kan ha en aktiverende funksjon: Det ser ut til at høyt stress henger sammen med økt bevissthet om behovet for å bygge strategisk og kunnskapsbasert lederkompetanse. En mulig tolkning er at rektorers stress bør forstås ikke bare som et potensielt helseproblem, men også som et mulig signal om strukturelle kapasitets- og kompetanseutfordringer som krever systematisk, langsiktig oppfølging fra lokale og nasjonale utdanningsmyndigheter. Vi trenger oppfølgingsstudier for å forstå fenomenene stress og behov for kompetansebygging hos rektorer på en bedre måte.

• Elstad, Eyvind & Eriksen, Harald (2026). Integration of Artificial Intelligence as an Institutionalised Wicked Problem in Norwegian Upper-Secondary Education. European Journal of Educational Management (EUJEM). 9(2), s. 125–140. doi: 10.12973/eujem.9.2.125. Fulltekst i vitenarkiv Vis sammendrag

  This qualitative case study investigates the integration of generative artificial intelligence (AI) into Norwegian upper-secondary schools three years after the public release of ChatGPT in November 2022. Drawing on policy documents, municipal strategies, leadership statements, a teacher survey, as well as in-depth interviews with administrators and school leaders in upper-secondary schools, the paper explores how AI has been institutionalised within Norwegian upper-secondary education. It pays particular attention to ceremonial adoption, persistent loose coupling between policy and classroom practice, and the emergence of fragile pockets of pedagogical innovation amid conflicting institutional ideas regarding assessment, teacher autonomy, and legitimacy. Specifically, it examines why local and national initiatives produce visible policy artefacts that remain decoupled from teachers’ everyday work, how local education authorities and school leaders manage trade‑offs through symbolic measures rather than substantive redesign, and how these dynamics shape teacher attitudes and student shadow systems. It combines the wicked problems theory, institutional theory, and loose-coupling analysis to interpret these processes. The findings indicate an enactment failure for AI policy initiatives; these are supplanted by elaborate ceremonial structures that confer legitimacy while remaining substantially disconnected from classroom practice. Efforts to protect authentic learning through prohibition tend to exclude AI competence from official learning communities, thus contributing to the development of advanced student skills in hidden shadow systems. Overall, this study suggests that AI integration in schooling functions as a persistent, institutionalised wicked problem rather than a temporary implementation gap.

• Eriksen, Harald & Elstad, Eyvind (2026). Norwegian secondary teachers’ perceptions of artificial intelligence in summative assessments - International Journal of Assessment Tools in Education. International Journal of Assessment Tools in Education (IJATE). 13(2), s. 481–495. doi: 10.21449/ijate.1791004. Fulltekst i vitenarkiv Vis sammendrag

  Traditional summative assessment practices in Norwegian secondary schools have faced criticism for potential biases, inconsistencies in grading reliability, and heavy workload demands on teachers, prompting interest in whether artificial intelligence (AI) can enhance fairness, objectivity, and efficiency. This study examined secondary school teachers’ perceptions of AI as a tool for summative assessments and identified factors influencing their acceptance of its integration. A cross-sectional design targeted teachers from five socioeconomically and culturally diverse secondary schools in Oslo. Convenience sampling yielded 223 valid responses from paper-based questionnaires (response rate ~87%). Relationships among latent variables were tested using structural equation modelling: belief in AI for assessment enhancement, digital instructional efficacy, workload/time pressure, and preference for traditional teaching methods. Key findings revealed that digital instructional efficacy was positively associated with greater openness to AI-driven assessments (β = .38), supporting its role in promoting perceived efficiency and objectivity. Preference for traditional methods showed a moderate negative correlation with AI acceptance (β = −.18), while workload pressures had a negligible direct impact on AI beliefs (β = −.02) but indirectly reinforced reliance on conventional approaches. The results indicate a tension between progressive technological adoption and established pedagogical ideologies, suggesting that AI integration requires strategies that build teachers’ digital confidence while respecting traditional practices and managing workload to avoid entrenchment in familiar methods. Limitations include the Oslo-centric sample and reliance on self-reported data; future research should incorporate longitudinal designs, qualitative methods, and broader regional representation.

• Demant-Poort, Lars; Elstad, Eyvind; Christophersen, Knut-Andreas Abben & Turmo, Are (2026). The Relationship Between Instructional Self-Efficacy and Contextual Factors in Greenlandic Student Teachers’ Practical Training. Arctic: Journal of the Arctic Institute of North America. ISSN 0004-0843. 79(1), s. 1–9. doi: 10.14430/arctic84125. Fulltekst i vitenarkiv Vis sammendrag

  This study explores the complex relationship between instructional self-efficacy and contextual factors, as well as the impact of this relationship on Greenlandic student teachers’ practical training. We explore how student teachers’ instructional self-efficacy is influenced by their experiences in the Greenlandic teacher education program, including their on-campus academic studies and in-school teaching practice. We collected data from 36 student teachers enrolled in the teacher education program at the University of Greenland. The multiple regression model explained a modest proportion of the variance in classroom management self-efficacy. However, only self-efficacy in motivating students emerged as a significant unique predictor. Perceived relevance of general pedagogy and of subject didactics, mentor feedback, and perceived discipline problems during teaching practice showed no significant unique associations with self-efficacy in classroom management when motivational self-efficacy was controlled. These findings suggest that student teachers’ confidence in their ability to motivate and encourage pupils may be a central psychological resource underpinning their confidence in managing classroom behavior, whereas other aspects of their preparation may exert more indirect or weaker effects. While we do not claim generalizability, these findings indicate that teacher education programs must balance theoretical instruction with practical experiences to cultivate future teachers’ self-efficacy effectively in real-world classroom environments. Key recommendations include establishing robust support systems, including mentoring relationships and fostering collaborative environments that promote open communication between student teachers and seasoned educators. Furthermore, the critical link between perceived student behavioral issues and instructional self-efficacy highlights the importance of tailored mentoring and thoughtful placement in school contexts that provide manageable challenges. Addressing these factors is vital to mitigate the concerning trend of early teacher attrition, and to enhance student teachers’ confidence and competence. Future research should focus on longitudinal studies to investigate the evolving nature of instructional self-efficacy, evaluate the impact of varied support structures, and assess the experiences of student teachers from diverse backgrounds. Overall, this study offers insights into the field of teacher preparation, emphasizing the urgent need to adapt teacher education programs to strengthen future teachers’ instructional self-efficacy, ultimately leading to their preparedness and long-term success in the teaching profession.

• Hunde, Adula Bekele; Elstad, Eyvind; Christophersen, Knut-Andreas Abben; Turmo, Are; Gemeda, Fekede Tuli & Demissie, Eyueil Abate (2026). Motivational Factors Influencing Ethiopian Student Teachers’ Self-Efficacy in Adopting AI in Education. Education Sciences. 16(5). doi: 10.3390/educsci16050800. Fulltekst i vitenarkiv Vis sammendrag

  Understanding the motivational factors influencing student teachers’ self-efficacy in adopting Artificial Intelligence (AI) is essential in technology-driven learning environments, but this area has received less research attention in resource-scarce settings like Ethiopia. To this end, this study was initiated to explore the motivational factors influencing the self-efficacy in adopting AI among Ethiopian student teachers. The study employed structural equation modeling to analyze data collected from 278 student teachers enrolled in teacher education programs to determine the relationship between motivational factors (commitment to the teaching profession, along with intrinsic, extrinsic, and altruistic motivations) and dimensions of self-efficacy (teaching AI skills, planning and classroom management, and student affective domains). The result demonstrated that strong and positive associations were found between affective commitment to teaching and self-efficacy (p < 0.01) in AI teaching skills, planning and managing the classroom, and addressing the student affective domain. In addition, positive and moderate associations were noted between extrinsic motivation and self-efficacy (p < 0.05) in the student affective and teaching AI skills domains. No significant relationships were observed for intrinsic or altruistic motivations. Thus, by highlighting the role of commitment and extrinsic motivation, the findings can inform teacher education programs aiming to enhance the holistic development and effectiveness of future educators and contribute to developing targeted recruitment and training strategies that nurture motivated and technologically proficient teachers.

• Elstad, Eyvind; Geppert, Corrinna; Schmidt, Astrid; Christophersen, Knut-Andreas Abben & Turmo, Are (2026). Factors Influencing the Self-Efficacy of Teacher Training Students with Practical Experience. International Journal on Studies in Education (IJonSE). 8(1), s. 1–16. doi: 10.46328/ijonse.5234. Fulltekst i vitenarkiv Vis sammendrag

  This study investigates the impact of practical experiences on self-efficacy among prospective teachers in Schleswig-Holstein, Germany. We used an online survey of 481 pre-service teachers to analyze the relationships between university training, practical school experiences, and beliefs about self-efficacy in classroom management and cognitive activation. Structural equation modelling revealed that discipline-related challenges negatively affected self-efficacy in classroom management, while the perceived relevance of subject didactics was positively associated with self-efficacy in both classroom management and the cognitive activation of students. Furthermore, personalized formative feedback from supervisors emerged as a significant positive factor for enhancing self-efficacy in classroom settings. The findings underscore the importance of integrating effective feedback mechanisms and strengthening the connection between theory and practice in teacher education programs. By highlighting these dimensions, our study provides actionable insights for refining teacher training curricula to better support the development of self-efficacy among future educators, ultimately fostering engagement and effectiveness in the educational environments of today and tomorrow.

• Nesje, Katrine; Lejonberg, Eli; Elstad, Eyvind & Christophersen, Knut-Andreas Abben (2025). Understanding the impact of motivational orientations on preservice teachers’ perceptions of classroom simulation: a mixed-methods study. European Journal of Teacher Education. ISSN 0261-9768. s. 1–19. doi: 10.1080/02619768.2025.2559698. Fulltekst i vitenarkiv Vis sammendrag

  We explore how the motivations of preservice teachers (PTs) impact their perceptions of the value of learning about classroom management through a classroom simulation, one that presents challenging classroom situations, prompting PTs to make decisions between alternative actions. Our mixed-method approach involves a sample of 96 PTs in upper secondary school teacher education. The quantitative data analysis reveals positive associations among external motivation, altruistic motivation and ability beliefs in relation to the perceived benefits of the simulation design, but a negative correlation between intrinsic motivation and perceived benefits. Thematic analyses of the qualitative data thus provide insights into these findings. We find that the simulation’s implicit suggestion for teacher intervention in learning may conflict with the ideals of progressive pedagogy. Another explanation proposes that PTs with strong intrinsic motivations may be dissatisfied with a simulation lacking contextual depth. These tensions warrant further exploration.

• Eriksen, Harald & Elstad, Eyvind (2025). Exploring Professional Commitment and Passion Among Norwegian High School Teachers. Professions and Professionalism. 15(1). doi: 10.7577/pp.5929. Fulltekst i vitenarkiv Vis sammendrag

  High school teachers’ professional commitment and passion are about being dedicated and unwavering in their pursuit of teaching excellence. This study aims to explore the antecedents of Norwegian high school teachers’ professional passion. We investigated three factors—relational trust, teachers’ affective commitment to the school organisation, and teachers’ instructional self-efficacy—by conducting a survey of 246 Norwegian high school teachers and using structural equation modelling. Our findings reveal a positive relationship between teachers’ self-efficacy and teachers’ professional passion, as well as a positive relationship between trust among teachers and their passion. Further, affective commitment to the school organisation is indirectly related to teacher passion via relational trust between teachers. We thus conclude that both teacher efficacy and trust between teachers are directly related to teachers’ passion, while teachers’ affective commitment to the school is indirectly related via relational trust. Implications for practice and further research are discussed.

• Christophersen, Knut-Andreas Abben; Elstad, Eyvind; Geppert, Corinna; Schmidt, Astrid & Turmo, Are (2025). Exploring turnover intentions and engagement factors among pre-service teachers: a study in Schleswig-Holstein, Germany. Journal of Research, Policy & Practice of Teachers & Teacher Education (JRPPTTE). ISSN 2232-0458. 15(2), s. 98–110. doi: https:/ejournal.upsi.edu.my/index.php/JRPPTTE/index. Fulltekst i vitenarkiv
• Elstad, Eyvind & Eriksen, Harald (2025). Antecedents of Norwegian High School Teachers’ AI Resistance. Journal of Teacher Education and Educators (JTEE). ISSN 2147-0456. 14(2), s. 181–197. Fulltekst i vitenarkiv Vis sammendrag

  This study aims to explore the factors influencing Norwegian high school teachers’ instructional resistance to artificial intelligence (AI) in terms of age, instructional AI efficacy, and collective AI beliefs among school staff. Grounded in a robust theoretical framework that integrates technology-use models, social cognitive theory, and organizational culture theory, the article presents the multifaceted challenges and opportunities associated with AI integration in educational settings. The study involved examining the perceptions of 223 teachers, using structural equation modelling to investigate the antecedents of instructional AI resistance. The analysis reveals that the most significant relationship exists between instructional AI efficacy and AI resistance, highlighting the crucial role of teacher competence and confidence in technology adoption. By contrast, the link between age and AI resistance is weaker, reflecting age-related nuances in acceptance patterns. Additionally, the pathway between collective AI beliefs and AI resistance shows a low negative correlation, underscoring the importance of fostering positive communal attitudes for reducing resistance. As anticipated, there is a moderate positive correlation between instructional AI efficacy and teachers’ shared AI beliefs, suggesting a synergistic association that enhances community-wide opinion of AI’s possibilities. These findings are discussed, and insights and recommendations for practice and directions for future research are offered.

• Eriksen, Harald & Elstad, Eyvind (2025). Understanding factors influencing Norwegian high school teachers' affective commitment to their school in an age of curriculum change. The Curriculum Journal. ISSN 0958-5176. s. 1–16. doi: 10.1002/curj.346. Fulltekst i vitenarkiv Vis sammendrag

  Abstract Teachers' affective commitment to the school organization significantly impacts the success of curriculum change and the quality of education provided. The present study explores the relationship between three key factors and teachers' affective commitment to their high school: their agency in curriculum implementation, their relationships with school leaders, and their decision‐making autonomy. The research involved surveying 223 high school teachers in Oslo, Norway's capital, with data analysed through structural equation modelling. The findings reveal strong statistical associations between teachers' experience of autonomy and their affective commitment to the school organization. Additionally, a modest connection is observed between teacher agency in curriculum implementation and their relationship with school leaders. However, weak connections are found between teacher agency in curriculum implementation and affective commitment and between teacher agency and autonomy. These results highlight the significance of autonomy and its link to teachers' affective commitment while also emphasizing the importance of principal–teacher trust, particularly through its relation to teachers' autonomy. This article provides empirical insights into the factors that influence teachers' affective commitment to their school organization, underscoring the interplay between autonomy, agency, and trust in influencing teachers' attitudes and dedication. The article concludes by discussing the implications of these results for future research and practice, shedding light for potential areas of further investigation.

• Christophersen, Knut-Andreas Abben; Elstad, Eyvind; Geppert, Corinna; Schmidt, Astrid & Turmo, Are (2025). Peer Support among Student Teachers through Close Social Bonds. Educational Dimension. ISSN 2708-4604. 13, s. 78–93. doi: 10.55056/ed.955. Fulltekst i vitenarkiv Vis sammendrag

  This study explores the impact of peer support on 471 student teachers during the practicum phase, particularly how such support can influence their motivation and self-efficacy. Questionnaires were distributed to student teachers in Schleswig-Holstein, Germany, with all measures based on established scales. The survey was validated for internal consistency, resulting in a high response rate. Data were analysed using structural equation modelling, demonstrating an acceptable fit for the proposed model. The results indicate that motivation to become a teacher is the strongest predictor of peer support; altruistic motivation has a weaker correlation. Additionally, teacher self-efficacy during various practicum phases is positively associated with peer support, whereas perceived disciplinary issues in the classroom negatively impact instructional self-efficacy. These findings highlight the need for structured peer support systems in teacher education to enhance student teachers' experiences and for further research into the dynamics of peer relationships in educational settings.

• Eriksen, Harald & Elstad, Eyvind (2025). Exploring Professional Commitment and Passion Among Norwegian High School Teachers. Professions and Professionalism. 15(1), s. 1–19. doi: 10.7577/pp.5929. Fulltekst i vitenarkiv Vis sammendrag

  High school teachers’ professional commitment and passion are about being dedicated and unwavering in their pursuit of teaching excellence. This study aims to explore the antecedents of Norwegian high school teachers’ professional passion. We investigated three factors—relational trust, teachers’ affective commitment to the school organisation, and teachers’ instructional self-efficacy—by conducting a survey of 246 Norwegian high school teachers and using structural equation modelling. Our findings reveal a positive relationship between teachers’ self-efficacy and teachers’ professional passion, as well as a positive relationship between trust among teachers and their passion. Further, affective commitment to the school organisation is indirectly related to teacher passion via relational trust between teachers. We thus conclude that both teacher efficacy and trust between teachers are directly related to teachers’ passion, while teachers’ affective commitment to the school is indirectly related via relational trust. Implications for practice and further research are discussed.

• Elstad, Eyvind & Eriksen, Harald (2024). Exploring the Hardships of Norwegian High-School Teachers. Acta Didactica Norden (ADNO). 18(2). Fulltekst i vitenarkiv Vis sammendrag

  The present study delves into factors contributing to the overwhelming duties of Norwegian high school teachers by examining the interrelationship between role conflict—an endogenous variable—with work-related stress, intention to exit the profession, and apprehension over offending students, which are considered exogenous variables. We employed a questionnaire gathering responses from 246 Norwegian high school teachers, and subsequently applied structural equation modelling to analyse the material. Our data suggests a very robust pathway between turnover intention and role conflict, while stress shares a moderate pathway with role conflict. Our study reveals a moderate-to-strong relation between stress and turnover intention and between turnover intention and fear of offending students. The article goes on to discuss the practical implications of the empirical findings and offer suggestions for future research.

• Elstad, Eyvind (2024). Policy Borrowing and Path Dependency in the Evolution of Extended Comprehensive Schooling in Sweden, Norway, and Denmark. I Krejsler, John Benedicto (Red.), Scrutinising the Nordic Dimension in Education: Myths, Realities, and Integration Efforts in Europe’s Nordic Region. Routledge. ISSN 9781032674537. Fulltekst i vitenarkiv Vis sammendrag

  Following the Second World War, the Scandinavian nations developed a shared ambition to improve their education systems, which brought them closer together. In the process of designing their schooling systems, they underwent similar change processes. Sweden was the first to adopt an expanded comprehensive school system, which Norway later followed. Over time, school systems with differentiated instruction became undifferentiated. Denmark experienced a similar but delayed evolution. Despite facing certain fundamental issues with lower secondary schools, this model demonstrates path-dependent characteristics. The Nordic model of education, as it is widely called, has had a lasting impact. This study aims to explore why.

• 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
• Elstad, Eyvind; Bjørnsdottir, Amalia; Christophersen, Knut-Andreas Abben & Turmo, Are (2024). Concepts related to Icelandic student teachers' extra-role behavior. Education In The North. ISSN 0424-5512. 31(1), s. 1–17. doi: 10.26203/wwch-3d45. Fulltekst i vitenarkiv Vis sammendrag

  A student teacher often experiences several demanding situations during their internships and studies. In such situations, extra-role behaviour exhibited by fellow student teachers may be an important factor in helping them overcome those challenges. Extra-role behaviours are certain behaviours of students that are not part of their formal educational requirements: for instance, helping and supporting fellow student teachers. This study explores concepts related to Icelandic student teachers’ extra-role behaviour. A questionnaire was distributed to 189 student teachers in two selected teacher education programmes. Structural equation modelling showed that altruistic motivation was the factor most strongly related to extra-role behaviour. Extrinsic motivation was also related to extra-role behaviour, but intrinsic motivation, surprisingly, was not. However, intrinsic motivation was related to instructional self-efficacy. Furthermore, instructional self-efficacy was not related to extra-role behaviour. Experiences of discipline challenges in internship situations were negatively related to self-efficacy but not related to extra-role behaviour. The implications of these findings are discussed.

• Elstad, Eyvind; Christophersen, Knut-Andreas Abben & Turmo, Are (2024). Antecedents of Student Teachers’ Time-On-Task in Campus Activities in Denmark and Norway. Journal of Teacher Education and Educators (JTEE). ISSN 2147-0456. 13(1), s. 71–89. Fulltekst i vitenarkiv Vis sammendrag

  Increased time-on-task is one of the overall goals for teacher education in both Denmark and Norway. However, student teachers’ time-on-task in those programs are uncertain and highly debated indicators of research input. Researchers adopt this indicator with the expectation that student teachers must invest time and effort in their courses that are approximately equivalent to that expended during a standard workweek. The purpose of this article is to analyse the differences between Danish and Norwegian teacher education for elementary schools based on a uniform survey conducted in each country; more specifically, the survey queried student teachers’ time-on-task in faculty- and student faculty-led campus activities. In this empirical study, we use survey data to examine factors that influence the duration of student teachers’ time-on-task in Norway (n = 274) and Denmark (n = 1224). To meet the study’s objectives, we conducted an ordinary least squares regression analysis and found that student teachers’ self-discipline and perceived study demands are the most important exogenous factors in the duration of their time-on-task. The analyses led us to explore their implications for the structure of teacher education programs, particularly in terms of curriculum design and the articulation of academic expectations.

• Elstad, Eyvind & Eriksen, Harald (2024). High School Teachers’ Adoption of Generative AI: Antecedents of Instructional AI Utility in the Early Stages of School-Specific Chatbot Implementation. Nordic Journal of Comparative and International Education (NJCIE). 8(1). doi: 10.7577/njcie.5736. Fulltekst i vitenarkiv Vis sammendrag

  In 2023, the breakthrough of generative artificial intelligence (AI) led to its adoption. While some teachers expressed frustration over pupil misuse of generative AI, others advocated for the availability of a school-relevant chatbot for pupil use. In October 2023, a local chatbot intended to meet that goal was launched by Oslo Municipality. After six weeks, an investigation was conducted to examine how 246 teachers perceived the opportunities and limitations of this new technology. The examination used structural equation modelling to explore antecedents of instructional AI utility. The analysis shows that the pathway between instructional self-efficacy and AI utility has the highest positively charged value, while the pathways between management and AI utility have low numerical value. This last finding can be interpreted as the influence of untapped management potential and must be seen in the context of the fact that no guidelines for the use of AI in schools existed when the survey was conducted. In addition, the pathway between colleague discussion and AI utility has relatively low numerical values. The potential for learning through discussion among colleagues can be utilized to an even greater degree. The pathway between management and colleague discussion is remarkable. Implications are discussed.

• Elstad, Eyvind & Eriksen, Harald (2024). Exploring the Hardships of Norwegian High-School Teachers: Understanding Role Conflict in Relation to Job Stress, Turnover Intention, and Fear. Acta Didactica Norden (ADNO). 18(2). doi: 10.5617/adno.11481. Fulltekst i vitenarkiv Vis sammendrag

  The present study delves into factors contributing to the overwhelming duties of Norwegian high school teachers by examining the interrelationship between role conflict—an endogenous variable—with work-related stress, intention to exit the profession, and apprehension over offending students, which are considered exogenous variables. We employed a questionnaire gathering responses from 246 Norwegian high school teachers, and subsequently applied structural equation modelling to analyse the material. Our data suggests a very robust pathway between turnover intention and role conflict, while stress shares a moderate pathway with role conflict. Our study reveals a moderate-to-strong relation between stress and turnover intention and between turnover intention and fear of offending students. The article goes on to discuss the practical implications of the empirical findings and offer suggestions for future research.

• Elstad, Eyvind; Christophersen, Knut-Andreas Abben & Arnesen, Thomas (2024). Microfoundations of Cultural Differences in the Classroom? A Comparison of Student Perceptions among Finnish-Speaking Finns, Swedish-Speaking Finns and Swedes. Kultura i Edukacja. ISSN 1230-266X. 146(4), s. 9–27. doi: 10.15804/kie.2024.04.02. Fulltekst i vitenarkiv Vis sammendrag

  Holistic concepts like culture have faced criticism for potentially shielding research from rigorous empirical testing. This study investigates whether cultural distinctions between Swedish-speaking and Finnish-speaking students can be empirically supported: that is, the microfoundations of school cultures. Specifically, the study compares the antecedent of sisu (self-discipline) among 15- to 17-year-old Swedes, Finnish-speaking Finns, and Swedish-speaking Finns. Using structural equation modelling on cross-sectional survey data, we estimated and compared path coefficients and descriptive statistics from 2,691 participants. The findings reveal notable differences among Finnish-speaking Finns concerning the relationship between internet use in school and sisu, which also manifest as gender-specific differences, as the negative association between increased internet use in class and sisu is more pronounced among boys than girls. This gender discrepancy is less evident among Swedes and Swedish-speaking Finns. Another significant finding pertains to the relationship between obedience and sisu among Finnish-speaking Finns. For girls, there is a moderate positive association, while no such relationship exists for boys, indicating that Finnish-speaking girls are more likely than boys to respect teachers’ authority. This gender difference is not observed among Swedish-speaking Finns or Swedes. Overall, Swedish-speaking Finns exhibit path coefficient patterns more similar to Swedes than to Finnish-speaking Finns.

• 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.

• Elstad, Eyvind; Harryson, Hans; Christophersen, Knut-Andreas Abben & Turmo, Are (2023). Relationships between campus experiences, practice experiences, long-term motivation and turnover intentions among Faroese student teachers. Fródskaparrit - Annales Societatis Scientiarum Færoensis. ISSN 0367-1704. 69, s. 17–37. Fulltekst i vitenarkiv Vis sammendrag

  Teacher education comprises subject education, pedagogical studies and training in schools. This complexity is demanding for all teacher training institutions. The present study examines empirical relationships in teacher education in the Faroe Islands. It explores the associations between the relevance of campus pedagogy studies, the integration of theory and practice during field experiences and the provision of personalised support by school practice supervisors. Structural equation modelling is employed to analyse the results of a survey of 105 student teachers and reveals positive links between both the relevance of campus teaching and practice mentors’ integration of theory and student teachers’ long-term motivation. However, no relationship is observed between personalised support from practice mentors and student teachers’ long-term motivation. As anticipated, the relevance of campus teaching, integration of theory by practice mentors, and the level of personalised support are negatively associated with intentions to discontinue teacher education.

• Elstad, Eyvind; Harryson, Hans; Christophersen, Knut-Andreas & Turmo, Are (2023). Motivational antecedents of student teachers’ time-on-task. The Teacher Education Advancement Network Journal. s. 162–173. Fulltekst i vitenarkiv Vis sammendrag

  Studies have indicated that the learning results are closely related to how much effort a student puts into the course and how effectively the student works with the learning material. Adequate time-on-task is crucial for student teachers because it allows them to develop their teaching skills, build strong relationships with students, adapt to classroom challenges, and ultimately become more effective educators. It is a critical component of their teacher preparation and development. Time-on-task in a teacher education program can be considered a coarse-grained measure of study intensity. The purpose of the present study is to explore factors that could explain Faroese student teachers’ time-on-task. Faroese schools received a PISA shock after the millennium. As one of several measures, the teacher education institute was incorporated into the country’s sole university. The results show that it is their perceptions of the study requirements in teacher education that is most strongly related to time-on-task. Further, there is a tendency towards a weaker relation between self-discipline and time-on-task. A comparison with time-on-task in the other Nordic nations shows that time-on-task is somewhat low. If this is a problem, it might be important to increase the study requirements in Faroese teacher education.

• Elstad, Eyvind (2023). The Evolution of Extended Universal Compulsory Schooling in Sweden, Norway and Denmark: Policy Borrowing and Path-dependent Processes. Nordic Studies in Education. ISSN 1891-5914. 43(1), s. 94–110. doi: 10.23865/nse.v43.5422. Fulltekst i vitenarkiv
• Elstad, Eyvind; Harryson, Hans; Christophersen, Knut-Andreas & Turmo, Are (2023). Antecedents of Faroese student teachers’ citizenship behaviour: A study of empirical relationships. Nordic Journal of Comparative and International Education (NJCIE). 7(3), s. 1–16. doi: 10.7577/njcie.5310. Fulltekst i vitenarkiv Vis sammendrag

  The school is an important institution in Faroese society, as elsewhere in the world. Among other things, schools must prepare students for further education, professional life, and their duties as citizens. The quality of teachers’ instruction is the most important factor influencing pupils’ learning. The concept of citizenship behaviour highlights the idea that student teachers have a responsibility not only to fulfil their duties but also to contribute to the well-being of their peers. Student teachers’ citizenship behaviour is assumed to influence the functioning of teacher education. Teacher education prepares student teachers and supplies schools with appropriately trained teachers. The purposesof this study are (1) to present an overview of Faroese teacher training, and(2)to explore the statistical relationships between Faroese student teachers’ motivational orientations and their citizenship behaviours. As expected, we find that intrinsic motivation and extrinsic motivation are related to citizenship behavior. Furthermore, we find that instructional self-efficacy is positively related to citizenship behaviour. Implications for practice and avenues for further research are discussed.

• Elstad, Eyvind; Christophersen, Knut-Andreas & Turmo, Are (2023). Hvilken slags faktorer er relateret til lærerstuderendes studieintensitet? Studier i Læreruddannelse og Profession. 8(2), s. 49–64. doi: 10.7146/lup.v8i2.138293. Fulltekst i vitenarkiv Vis sammendrag

  Mange evalueringer har vist, at lærerstuderende bruger beskeden tid på at studere. I denne undersøgelse undersøger vi indflydelsen fra udvalgte faktorer, som er relateret til lærerstuderendes studieintensitet, baseret på undersøgelsesdata og strukturel ligningsmodellering. Analyserne bygger på svar fra 1224 lærerstuderende på fire forskellige campusser. Den vigtigste konstatering er, at studenternes selvdisciplin og akademisk pres skiller sig ud som de vigtigste faktorer, som har betydning for de studerendes studieintensitet. Hvis et lavt niveau af studieintensitet betragtes som et problem, kunne stimulering af de lærerstuderendes selvdisciplin i studiearbejdet og en skærpelse af arbejdskravene i de campusbaserede elementer af læreruddannelsen være et muligt middel. Implikationer for praksis og videre forskning diskuteres.

• Skagen, Kaare & Elstad, Eyvind (2023). Teacher Education in Norway. I Elstad, Eyvind (Red.), Teacher education in the Nordic region. Springer Nature. ISSN 9783031260506. s. 173–193. Fulltekst i vitenarkiv Vis sammendrag

  This open access book is the first account of the whole diversity of teacher education in the Nordic region: Norway, Sweden, Finland, Denmark, Iceland, Greenland, the Faroe Islands, the Åland Islands and Sápmi (where the Sámi people live). Today, large parts of the world are looking to the Nordic model of social organization, and interest in the Nordic comprehensive school system and teacher education arrangements is no exception. A good education is a key to prosperity and well-being. And the quality of students’ education is undoubtedly linked to the quality of their teachers’ education. While teacher education in the Nordic region is globally admired, it also faces new challenges. The leading scholars writing in this volume discuss the challenges and opportunities that professional environments are facing. By providing solid portraits of each area as well as analyses across the region, this book will be a great resource to students, academics in teacher education and schooling as well as social scientists and policy-makers inside and outside the Nordic region.

• Elstad, Eyvind (2023). The Long Road to Sámi Teacher Education. I Elstad, Eyvind (Red.), Teacher education in the Nordic region. Springer Nature. ISSN 9783031260506. Fulltekst i vitenarkiv Vis sammendrag

  This open access book is the first account of the whole diversity of teacher education in the Nordic region: Norway, Sweden, Finland, Denmark, Iceland, Greenland, the Faroe Islands, the Åland Islands and Sápmi (where the Sámi people live). Today, large parts of the world are looking to the Nordic model of social organization, and interest in the Nordic comprehensive school system and teacher education arrangements is no exception. A good education is a key to prosperity and well-being. And the quality of students’ education is undoubtedly linked to the quality of their teachers’ education. While teacher education in the Nordic region is globally admired, it also faces new challenges. The leading scholars writing in this volume discuss the challenges and opportunities that professional environments are facing. By providing solid portraits of each area as well as analyses across the region, this book will be a great resource to students, academics in teacher education and schooling as well as social scientists and policy-makers inside and outside the Nordic region.

• Elstad, Eyvind; Christophersen, Knut-Andreas & Turmo, Are (2023). Nordic Student Teachers’ Evaluation of Educational Theory, Subject Didactics, Practice Training, Time on Task and Turnover Intentions. I Elstad, Eyvind (Red.), Teacher education in the Nordic region. Springer Nature. ISSN 9783031260506. s. 287–320. Fulltekst i vitenarkiv Vis sammendrag

  This open access book is the first account of the whole diversity of teacher education in the Nordic region: Norway, Sweden, Finland, Denmark, Iceland, Greenland, the Faroe Islands, the Åland Islands and Sápmi (where the Sámi people live). Today, large parts of the world are looking to the Nordic model of social organization, and interest in the Nordic comprehensive school system and teacher education arrangements is no exception. A good education is a key to prosperity and well-being. And the quality of students’ education is undoubtedly linked to the quality of their teachers’ education. While teacher education in the Nordic region is globally admired, it also faces new challenges. The leading scholars writing in this volume discuss the challenges and opportunities that professional environments are facing. By providing solid portraits of each area as well as analyses across the region, this book will be a great resource to students, academics in teacher education and schooling as well as social scientists and policy-makers inside and outside the Nordic region.

• Elstad, Eyvind (2023). Chapter 2 An Overture: A Historical Overview of Political and Cultural Antecedents of the Nordic School System and its Variety of Teacher Education Programmes. I Elstad, Eyvind (Red.), Teacher education in the Nordic region. Springer Nature. ISSN 9783031260506. s. 17–33. Fulltekst i vitenarkiv Vis sammendrag

  This open access book is the first account of the whole diversity of teacher education in the Nordic region: Norway, Sweden, Finland, Denmark, Iceland, Greenland, the Faroe Islands, the Åland Islands and Sápmi (where the Sámi people live). Today, large parts of the world are looking to the Nordic model of social organization, and interest in the Nordic comprehensive school system and teacher education arrangements is no exception. A good education is a key to prosperity and well-being. And the quality of students’ education is undoubtedly linked to the quality of their teachers’ education. While teacher education in the Nordic region is globally admired, it also faces new challenges. The leading scholars writing in this volume discuss the challenges and opportunities that professional environments are facing. By providing solid portraits of each area as well as analyses across the region, this book will be a great resource to students, academics in teacher education and schooling as well as social scientists and policy-makers inside and outside the Nordic region.

• Elstad, Eyvind (2023). The Evolution of the Extended Comprehensive School Model and the Modern Profession-Oriented Teacher Education After World War II. I Elstad, Eyvind (Red.), Teacher education in the Nordic region. Springer Nature. ISSN 9783031260506. s. 35–73. Fulltekst i vitenarkiv Vis sammendrag

  This open access book is the first account of the whole diversity of teacher education in the Nordic region: Norway, Sweden, Finland, Denmark, Iceland, Greenland, the Faroe Islands, the Åland Islands and Sápmi (where the Sámi people live). Today, large parts of the world are looking to the Nordic model of social organization, and interest in the Nordic comprehensive school system and teacher education arrangements is no exception. A good education is a key to prosperity and well-being. And the quality of students’ education is undoubtedly linked to the quality of their teachers’ education. While teacher education in the Nordic region is globally admired, it also faces new challenges. The leading scholars writing in this volume discuss the challenges and opportunities that professional environments are facing. By providing solid portraits of each area as well as analyses across the region, this book will be a great resource to students, academics in teacher education and schooling as well as social scientists and policy-makers inside and outside the Nordic region.

• Demant-Poort, Lars & Elstad, Eyvind (2023). Teacher Education in Greenland. I Elstad, Eyvind (Red.), Teacher education in the Nordic region. Springer Nature. ISSN 9783031260506. s. 251–263. Fulltekst i vitenarkiv Vis sammendrag

  This open access book is the first account of the whole diversity of teacher education in the Nordic region: Norway, Sweden, Finland, Denmark, Iceland, Greenland, the Faroe Islands, the Åland Islands and Sápmi (where the Sámi people live). Today, large parts of the world are looking to the Nordic model of social organization, and interest in the Nordic comprehensive school system and teacher education arrangements is no exception. A good education is a key to prosperity and well-being. And the quality of students’ education is undoubtedly linked to the quality of their teachers’ education. While teacher education in the Nordic region is globally admired, it also faces new challenges. The leading scholars writing in this volume discuss the challenges and opportunities that professional environments are facing. By providing solid portraits of each area as well as analyses across the region, this book will be a great resource to students, academics in teacher education and schooling as well as social scientists and policy-makers inside and outside the Nordic region.

• Elstad, Eyvind (2022). Lærerutdanning i den nordiske regionen: muligheter for dypere samarbeid? Nordisk Tidskrift för vetenskap, konst och industri. ISSN 0029-1501. 144(4), s. 423–430. Fulltekst i vitenarkiv
• Elstad, Eyvind (2022). Legalisation Issues and Reconfiguration of Education? Challenges for Nordic Teacher Education in the Digital Age. I Ranieri, Maria (Red.), Social Justice, Media and Technology in Teacher Education 27th ATEE Spring Conference, ATEE 2021 Florence, Italy, October 28–29, 2021 Revised Selected Papers. Springer Nature. ISSN 9783031207761. s. 116–123. Fulltekst i vitenarkiv
• Björnsdottir, Amalía; Christophersen, Knut-Andreas; Elstad, Eyvind; Johannsdottir, Thuridur Jona & Turmo, Are (2022). Teacher Education and the Roots of Icelandic Student Teachers’ Instructional Self-Efficacy. Nordic Studies in Education. ISSN 1891-5914. 42(2), s. 127–142. doi: 10.23865/nse.v42.3129. Fulltekst i vitenarkiv Vis sammendrag

  The focus in this study is on the antecedents of Icelandic student teachers’ instructional self-efficacy in classroom management and ability to support learner engagement. We examine how student teachers’ instructional self-efficacy relates to their experience in the teacher education programme, including campus preparation and practice teaching in schools. Data were gathered from 191 compulsory school student teachers. The results show that experiences with problem behaviour in the classroom are negatively related to student teachers’ efficacy in classroom management. Further, perceptions of the relevance of campus experiences are strongly related to student teachers’ efficacy in classroom management. The implications for practice and future research are discussed.

• Elstad, Eyvind; Christophersen, Knut-Andreas & Turmo, Are (2021). Preservice Teachers' Peer Support Through Close Social Ties: An Investigation Of The Social Side Of Teacher Education. Advances in Education Sciences. 2(2), s. 4–28. doi: 10.5281/zenodo.4737663. Fulltekst i vitenarkiv Vis sammendrag

  Typical preservice teachers will experience a number of demanding teaching situations during their school-based teaching practice. In such situations, peer support from fellow students may be an important factor. A questionnaire was distributed to Danish preservice teachers in selected teacher education programmes (namely, at university colleges). A total of 1,448 preservice teachers participated. Structural equation modelling of the questionnaire data shows that achievement goal motivation is the factor most strongly related to peer support. Intrinsic motivation is also a significant factor. The self-efficacy of preservice teachers in teaching situations is also related to peer support, while experiences of discipline problems in teaching situations are negatively related to self-efficacy. Implications of these findings are discussed.

• Elstad, Eyvind; Christophersen, Knut-Andreas & Turmo, Are (2021). Antecedents of Danish preservice teachers’ prospective commitment to become a teacher and their turnover intention. The Teacher Education Advancement Network Journal. 13(1), s. 100–113. Fulltekst i vitenarkiv
• Elstad, Eyvind; Christophersen, Knut-Andreas & Turmo, Are (2021). THE ROOTS OF PROSPECTIVE TEACHERS’ INSTRUCTIONAL EFFICACY IN CAMPUS EXPERIENCES AND FIELD EXPERIENCES. Advances in Education Sciences. 3(1), s. 44–63. doi: 10.5281/zenodo.5791928. Fulltekst i vitenarkiv Vis sammendrag

  Sufficient self-efficacy is useful for prospective teachers to put themselves on the track of continued efforts to improve their teaching skills. This study explored the strength of statistical associations between 1438 Danish prospective teachers’ campus experiences as well as field experiences and their instructional self-efficacy beliefs. Survey data analysis was carried out using structural equation modelling. The results showed that discipline problems were negatively related to self-efficacy in classroom management, while the perceived relevance of subject didactics was positively related to both self-efficacy in classroom management and self-efficacy in pupil engagement. Supervisors’ personalised formative feedback was also positively related to instructional self-efficacy. The perceived relevance of the subject education theory was positively related to self-efficacy in pupil engagement but not classroom management. The implications of this study for practice and future research are addressed.

• Elstad, Eyvind; Juuti, Kalle; Christophersen, Knut-Andreas; Solhaug, Trond & Turmo, Are (2021). Antecedents of student teachers’ commitment to the teaching profession in Finland and Norway. Nordic Studies in Education. ISSN 1891-5914. 41(3), s. 261–278. doi: 10.23865/NSE.V41.3073. Fulltekst i vitenarkiv Vis sammendrag

  The purpose of this study was to explore antecedents of Finnish and Norwegian student teachers’ prospective commitment to work as teachers or pursue other careers. Are student teachers’ perceptions of coherence between the theoretical and practical elements of the teaching programme related to their commitment to work as teachers or to pursue other careers? For Finnish student teachers, strong associations emerged between the theory-practice interaction in supervision and student teachers’ prospective commitment to work as teachers. Norwegian student teachers exhibited strong associations between personalised feedback and their prospective commitment to teaching. Implications for practice and further research are discussed.

• Elstad, Eyvind; Bjørnsdottir, Amalia; Christophersen, Knut-Andreas; Jóhannsdóttir, thuríður Jóna & Turmo, Are (2021). Factors related to Icelandic student teachers' prospective commitment to the teaching profession. Education In The North. ISSN 0424-5512. 28(2). doi: 10.26203/4aw1-f434. Fulltekst i vitenarkiv Vis sammendrag

  Research indicates that prospective commitment to a vocation is important to sustaining good professional practices. The purpose of the study was to explore, among Icelandic student teachers, how student teacher experiences in field-based practice and those in university-based courses are related to the student teachers’ prospective commitment to the teaching profession as well as their possible turnover intentions. This study investigated the experiences of student teachers in a five-year programme for compulsory schoolteachers at the University of Iceland. The data is based on results from a survey of 244 student teachers in all cohorts in the programme. In particular, we investigated connections between the attitudes of student teachers towards the teaching profession and their experiences during the university-based part of their teacher education and during the school-based teaching practice aspect. The data analysis indicates that the university-based part of teacher education positively influences student teachers’ commitment to the teaching profession and negatively influences their turnover intentions, while the school-based component of their teacher education is positively related to their commitment to the teaching profession but is not related to their turnover intentions. The implications of the findings are discussed.

• Tiplic-Lunde, Dijana & Elstad, Eyvind (2021). Forhold ved skolen som påvirker skolelederens tilfredshet med jobben. I Björnsson, Julius Kristjan (Red.), Hva kan vi lære av TALIS 2018? Gode relasjoner som grunnlag for læring. Cappelen Damm Akademisk. ISSN 9788202718800. s. 21–34. Fulltekst i vitenarkiv
• Mathé, Nora Elise Hesby & Elstad, Eyvind (2020). Exploring students’ effort in social studies. Nordidactica. ISSN 2000-9879. s. 65–87. Fulltekst i vitenarkiv Vis sammendrag

  Preparing young people for becoming responsible citizens is an important educational aim. The school subject of social studies contributes to this wider educational aim by focusing on knowledge, skills and values to support young people in developing their knowledgeable participation in democratic processes. As social studies combines a focus on knowledge and participation, students’ own effort is of vital importance. The purpose of this study was to explore the factors associated with students’ effort in upper-secondary social studies. The survey sample comprised 264 upper-secondary students (16 to 17 years old) from schools located in urban and rural areas in three Norwegian counties. Regression analysis was used to assess the strength of statistical associations between the dependent variable—students’ effort—and the hypothesised antecedents: students’ perceptions of citizenship preparation in social studies, students’ self-efficacy in social studies, students’ perceptions of the teacher’s expectations in social studies, students’ relational trust toward the teacher, gender and books in the home. Our findings show that all of these factors, except for teacher expectations and relational trust, were significantly related to students’ effort. The results are discussed, and implications for social studies and further research are outlined.

• 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.

• Skagen, Kaare & Elstad, Eyvind (2020). Lærerutdanningen i Norge. I Elstad, Eyvind (Red.), Lærerutdanning i nordiske land. Universitetsforlaget. ISSN 9788215035147. s. 120–138. Fulltekst i vitenarkiv
• Elstad, Eyvind (2020). Framtidens lærerutdanning: trender og mulige scenarioer. I Elstad, Eyvind (Red.), Lærerutdanning i nordiske land. Universitetsforlaget. ISSN 9788215035147. s. 317–344. Fulltekst i vitenarkiv
• Elstad, Eyvind (2020). Lærerutdanninger i nordiske land. I Elstad, Eyvind (Red.), Lærerutdanning i nordiske land. Universitetsforlaget. ISSN 9788215035147. s. 17–66. Fulltekst i vitenarkiv
• 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
• Elstad, Eyvind; Christophersen, Knut-Andreas & Turmo, Are (2020). Nordiske lærerstudenters vurderinger av pedagogikk, fagdidaktikk og praksisopplæring. I Elstad, Eyvind (Red.), Lærerutdanning i nordiske land. Universitetsforlaget. ISSN 9788215035147. s. 197–209. Fulltekst i vitenarkiv
• Elstad, Eyvind; Christophersen, Knut-Andreas & Turmo, Are (2020). Nordiske lærerstudenters tidsbruk i studiet. I Elstad, Eyvind (Red.), Lærerutdanning i nordiske land. Universitetsforlaget. ISSN 9788215035147. s. 210–220. Fulltekst i vitenarkiv
• Arnesen, Thomas; Arnesen, Trond Egil & Elstad, Eyvind (2020). Exploring students’ explanations for off-task practices in an innovative learning environment (ILE) using a typology of agency as theoretical framework. Pedagogy, Culture & Society. ISSN 1468-1366. doi: 10.1080/14681366.2020.1777461. Fulltekst i vitenarkiv Vis sammendrag

  Learner agency is a key factor in success with technology-infused Innovative Learning Environments (ILEs). Focussing on informal practices unrelated to the learning agenda (off-task practices) and considered undesirable by students (school–net-conflict), this paper explores how students who experience a school–net-conflict explain their off-task practices using four conceptions of agency as a theoretical framework. An analysis of interview data from focus groups with a purposive sample of Norwegian secondary students suggests the dominance of sovereign conceptions of agency, i.e., off-task practices understood as individual self-regulation failures. Other common explanations included a) a drive-like ‘pull’ of social media (material conception), b) peers’ off-task practices as triggers (relational conception), and c) adjustment to a grade- and test-oriented incentive regime (ecological conception). Findings also suggest a disconnect between students’ explanations (situational nuance/detail) and attributions of ‘blame’ (dispositional default). Implications, limitations and further research are also considered.

• Elstad, Eyvind (2020). Målinger av kvalitet i lærerutdanning og politiske prosesser. I Elstad, Eyvind (Red.), Lærerutdanning i nordiske land. Universitetsforlaget. ISSN 9788215035147. s. 179–196. Fulltekst i vitenarkiv
• Elstad, Eyvind; Christophersen, Knut-Andreas & Turmo, Are (2020). Hvorfor tenker nordiske lærerstudenter på å slutte i studiet? I Elstad, Eyvind (Red.), Lærerutdanning i nordiske land. Universitetsforlaget. ISSN 9788215035147. s. 221–240. Fulltekst i vitenarkiv
• Tiplic, Dijana; Elstad, Eyvind; Brandmo, Christian; Steingrímsdóttir, María & Engilbertsson, Guðmundur (2019). Perceived Organizational Antecedents of Emerging Collaborative Learning Activities Among Icelandic Beginning Teachers. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2019.1616611. Fulltekst i vitenarkiv
• 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.

• Eriksen, Harald & Elstad, Eyvind (2019). Norsklæreres erfaringer med karakterfritt semester: rom for forbedringsinnsats hos eleven og større fokus på læringsfremmende tilbakemelding fra læreren? :. Nordisk tidsskrift for utdanning og praksis. 13(2), s. 4–20. doi: 10.23865/up.v13.1968. Fulltekst i vitenarkiv Vis sammendrag

  Noen videregående skoler har prøvd ut en ordning med karakterfritt semester for at elever skal kunne ha sterkere fokus på forbedringsinnsats på basis av lærernes formative tilbakemeldinger og mindre fokus på prestasjonsmessig oppnåelse. Formålet med denne studien er å utforske norsklæreres erfaring med ordningen. Flere teoretiske linser kombineres for å forstå det mangefasetterte fenomenet som elevers læringsarbeid i karakterfritt semester omfatter. Hovedkonklusjonen er at norsklærere i videregående skoler i overveiende grad har positive erfaringer med karakterfritt semester: Karakteroppmerksomheten avtar med denne ordningen, og fokuset blir desto sterkere på elevers oppmerksomhet om læringsframgang basert på lærerens tilbakemeldinger. Lærerne oppfatter at arbeidet blir mer preget av å gi tilbakemeldinger som elever kan bruke for å forbedre sine tekster, og i mindre grad dokumentasjon for å begrunne karakter som ellers ville ha vært gitt. Ordningen ser ut til å skape mindre stress for elever som ellers ville oppleve det som plagsomt å oppnå en karakter lavere enn aspirasjonsnivået. Lærerne ser heller ikke ut til å mene at høytpresterende elevers arbeidsinnsats svekkes av karakterfritt semester.

• 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.

• Brandmo, Christian; Tiplic, Dijana & Elstad, Eyvind (2019). Antecedents of department heads’ job autonomy, role clarity, and self-efficacy for instructional leadership. International Journal of Leadership in Education. ISSN 1360-3124. s. 1–20. doi: 10.1080/13603124.2019.1580773. Fulltekst i vitenarkiv Vis sammendrag

  Department heads are increasingly responsible for instructional leadership. Therefore, it is important to understand the antecedents of self-efficacy in their work, which can motivate them to increase their leadership efforts. Our theoretical model depends on principals’ feedback for department heads, department heads’ trust in their principals, and perceptions of time pressure. We argue that the relational trust between department heads and principals creates social exchanges that catalyze department heads’ self-efficacy in instructional leadership, perceived job autonomy, and perceived role clarity. We explored our theoretical model using structural equation modeling of cross-sectional survey data completed anonymously by department heads. We found that effective feedbackbased school leadership is positively related to department heads’ self-efficacy and perceptions of job autonomy and role clarity, with relational trust between the principal and department heads playing a key role. Time pressure is also positively associated with department heads’ mentoring self-efficacy. This study fills a gap in the literature and contributes to the field of leadership in learning by explaining the various antecedents to department heads’ selfefficacy, perceived job autonomy, and role clarity.

• 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; 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.

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• Elstad, Eyvind & Korbøl, Karsten (2025). Kunstig intelligens i skolen. Fagbokforlaget. ISBN 9788245058000. 290 s. Fulltekst i vitenarkiv
• Elstad, Eyvind (2023). Teacher education in the Nordic region. Springer Nature. ISBN 9783031260506. 386 s. doi: 10.1007/978-3-031-26051-3. Fulltekst i vitenarkiv Vis sammendrag

  This open access book is the first account of the whole diversity of teacher education in the Nordic region: Norway, Sweden, Finland, Denmark, Iceland, Greenland, the Faroe Islands, the Åland Islands and Sápmi (where the Sámi people live). Today, large parts of the world are looking to the Nordic model of social organization, and interest in the Nordic comprehensive school system and teacher education arrangements is no exception. A good education is a key to prosperity and well-being. And the quality of students’ education is undoubtedly linked to the quality of their teachers’ education. While teacher education in the Nordic region is globally admired, it also faces new challenges. The leading scholars writing in this volume discuss the challenges and opportunities that professional environments are facing. By providing solid portraits of each area as well as analyses across the region, this book will be a great resource to students, academics in teacher education and schooling as well as social scientists and policy-makers inside and outside the Nordic region.

• Elstad, Eyvind (2023). Teacher Education in the Nordic Region - Challenges and Opportunities. Palgrave Macmillan. ISBN 9783031260513. 384 s. Fulltekst i vitenarkiv
• Elstad, Eyvind (2023). Læreren møter ChatGPT. Universitetsforlaget. ISBN 9788215070193. 314 s. Fulltekst i vitenarkiv Vis sammendrag

  Hvordan vil fremveksten av kunstig intelligens påvirke læreryrket? Den raske utviklingen innenfor kunstig intelligens har ført til utfordringer for lærere over hele verden, samtidig som den har åpnet opp nye muligheter for elever og lærere. ChatGPT ble ikke utviklet for pedagogiske formål, men skolen og lærerne må forholde seg til at teknologien finnes. Det sentrale spørsmålet er hvordan generativ kunstig intelligens kan anvendes til pedagogiske formål. Hvilke konsekvenser har teknologiens eksistens for lærerens undervisning og elevenes læringsarbeid? Denne boken drøfter hvordan generativ kunstig intelligens kan anvendes i skolen. Boken tar utgangspunkt i klassiske karakteristika ved god undervisning og drøfter muligheter og begrensninger som generativ kunstig intelligens gir for lærerens arbeid. Boken er skrevet for lærere og lærerstudenter som ønsker å ta et strategisk grep om de mulighetene og utfordringene ChatGPT og teknologiutviklingen skaper i skolen. Læreryrket har en nøkkelrolle i å forme fremtidens generasjoner, og det er avgjørende å forstå hvordan teknologien kan samarbeide med lærerne for å forbedre læringsprosessen

• Elstad, Eyvind (2021). Pedagogikk for kommende lærere. Universitetsforlaget. ISBN 9788215055084. 393 s. Fulltekst i vitenarkiv
• Elstad, Eyvind (2020). Lærerutdanning i nordiske land. Universitetsforlaget. ISBN 9788215035147. 349 s. Fulltekst i vitenarkiv

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• Elstad, Eyvind; Turmo, Are & Gulheim, Bjørn Sverre (2026). From idea to podcast: Didactical possibilities and limitations. Fulltekst i vitenarkiv
• Eriksen, Harald & Elstad, Eyvind (2026). Building teacher commitment in times of change: Lessons from Norwegian schools | BERA. BERA Blog. doi: https:/www.bera.ac.uk/blog/building-teacher-commitment-in-times-of-change-lessons-from-norwegian-schools. Fulltekst i vitenarkiv Vis sammendrag

  This blog post reports from a study of Norwegian high school teachers’ affective commitment to their school organisation. This commitment embodies a sense of belonging and loyalty that drives...

• Elstad, Eyvind (2025). Kunstig intelligens i skulen. doi: https:/www.uio.no/om/samarbeid/skole/fagped-dag/. Fulltekst i vitenarkiv
• Elstad, Eyvind & Korbøl, Karsten (2025). Kunstig intelligens i fremtidens skole. I Elstad, Eyvind & Korbøl, Karsten (Red.), Kunstig intelligens i skolen. Fagbokforlaget. ISSN 9788245058000. s. 261–272. Fulltekst i vitenarkiv
• Elstad, Eyvind & Eriksen, Harald (2025). Eleven må finne sin egen skrivestemme – med og uten bruk av kunstig intelligens. I Elstad, Eyvind & Korbøl, Karsten (Red.), Kunstig intelligens i skolen. Fagbokforlaget. ISSN 9788245058000. s. 79–99. Fulltekst i vitenarkiv
• Elstad, Eyvind (2025). Læringsprosessen med og uten tilgang til kunstig intelligens. I Elstad, Eyvind & Korbøl, Karsten (Red.), Kunstig intelligens i skolen. Fagbokforlaget. ISSN 9788245058000. s. 39–71. Fulltekst i vitenarkiv
• Elstad, Eyvind & Korbøl, Karsten (2025). Bruk av kunstig intelligens i skolen. I Elstad, Eyvind & Korbøl, Karsten (Red.), Kunstig intelligens i skolen. Fagbokforlaget. ISSN 9788245058000. s. 13–37. Fulltekst i vitenarkiv
• Elstad, Eyvind & Eriksen, Harald (2025). Lærerens ulike roller – for mange, for motstridende. Bedre Skole. ISSN 0802-183X. s. 43–47. Fulltekst i vitenarkiv
• Elstad, Eyvind (2025). KI i skolen: muligheter og begrensninger. Fulltekst i vitenarkiv
• Elstad, Eyvind (2024). KI og PDFK. Fulltekst i vitenarkiv
• Elstad, Eyvind (2024). Kunstig intelligens i skolen: utfordringer og muligheter. Fulltekst i vitenarkiv
• Elstad, Eyvind (2024). Artificial intelligence in education. Fulltekst i vitenarkiv
• Elstad, Eyvind & Eriksen, Harald (2024). Harnessing AI in Secondary Education to Enhance Writing Competence. arXiv. doi: 10.48550/arXiv.2412.12117. Fulltekst i vitenarkiv Vis sammendrag

  The emergence of free generative artificial intelligence (AI) tools such as ChatGPT offers significant implications for developing writing skills in secondary education. Writing competence provides the technical foundation for text creation, while writing voice adds unique personal expression. These facets contribute to literacy, which, along with reading competence, plays a central role in education. This study explores AI's potential effects on students' writing competence and the cultivation of a personal writing voice, emphasizing the dichotomy between technological augmentation and potential risks of dependency and plagiarism. We explore the pros and cons of integrating AI into the writing process, considering insights from recent investigations that highlight diverse student perspectives on AI's role. Our discussion underscores the importance of process-based assessments, task designs fostering creativity and personal reflection, and AI as a supplementary educational tool rather than a replacement for teacher guidance. We also address critical questions about AI's role in various stages of the writing process, examining pre-writing, writing, and revision phases, and the feedback mechanism. The paper discusses the importance of process-based assessments, the design of tasks that encourage deep personal reflection and creativity, and the role of AI as an educational tool that supplements rather than replaces the teacher's guidance. Ultimately, the pragmatic use of AI in education necessitates a balanced approach, which might involve technological controls, innovative assignments, and an emphasis on critical thinking and personal judgment to maintain writing as a deeply human and expressive endeavor. We argue for a balanced approach to AI utilization in education, stressing the need for technological controls, innovative assignments, and an emphasis on critical thinking to preserve the deeply human and expressive nature of writing.

• Elstad, Eyvind (2024). AI in Education: Rationale, Principles, and Instructional Implications. arXiv. s. 1–24. doi: 10.48550/arXiv.2412.12116. Fulltekst i vitenarkiv Vis sammendrag

  This study explores the integration of generative artificial intelligence (AI) in school settings, evaluating both its potential benefits and the risks it poses to education. The expanding use of AI by students necessitates a critical examination of its impact on learning processes and pedagogical practices. Generative AI, especially large language models (LLMs) like ChatGPT, have the capacity to simulate human-like text, music, movies et cetera raising important questions about their role in education. This article reviews the theoretical foundations of intelligence, creativity, and AI, differentiating LLMs from traditional search engines and emphasizing the need for critical source competence among students. Empirical evidence on the effects of AI in classrooms is currently limited. However, AI’s ability to provide personalized learning support, facilitate complex problem-solving, and offer educational platforms presents both opportunities and challenges. While AI can assist in producing text and enhancing productivity, concerns arise over its potential to undermine deep learning and critical thinking when students use it as a shortcut. The study highlights the importance of deliberate educational strategies to ensure that AI supplements rather than replaces genuine cognitive effort. By examining cognitive theories and the ecological framework of classrooms, the study underscores the importance of integrating AI in a way that fosters active and meaningful learning. AI’s role should be contextdependent, guided by the pedagogical rationale specific to different educational stages and subjects. The study concludes with practical inferences for teachers on utilizing AI effectively, emphasizing promoting learning with understanding, and fostering students' critical engagement with AI-generated content. We need a balanced and informed approach to leveraging AI in education, prioritizing the long-term development of students’ knowledge, skills, and critical competencies.

• Korbøl, Karsten & Elstad, Eyvind (2024). KI i undervisningen. Fulltekst i vitenarkiv
• Elstad, Eyvind (2024). Teacher education: Wicked problems. Fulltekst i vitenarkiv
• Elstad, Eyvind (2024). The teacher meets generative AI. Fulltekst i vitenarkiv
• Elstad, Eyvind (2023). Skolens møte med generativ kunstig intelligens. Bedre Skole. ISSN 0802-183X. 35(4), s. 60–64. Fulltekst i vitenarkiv
• Elstad, Eyvind (2023). Policy borrowing and universitisation: Teacher education in the Nordic countries. Fulltekst i vitenarkiv
• Elstad, Eyvind (2023). Teacher education in the North. Fulltekst i vitenarkiv
• Elstad, Eyvind (2023). Teacher Education of the Future: Trends and Possible Scenarios in the Nordic Context. I Elstad, Eyvind (Red.), Teacher education in the Nordic region. Springer Nature. ISSN 9783031260506. s. 359–384. Fulltekst i vitenarkiv Vis sammendrag

  This open access book is the first account of the whole diversity of teacher education in the Nordic region: Norway, Sweden, Finland, Denmark, Iceland, Greenland, the Faroe Islands, the Åland Islands and Sápmi (where the Sámi people live). Today, large parts of the world are looking to the Nordic model of social organization, and interest in the Nordic comprehensive school system and teacher education arrangements is no exception. A good education is a key to prosperity and well-being. And the quality of students’ education is undoubtedly linked to the quality of their teachers’ education. While teacher education in the Nordic region is globally admired, it also faces new challenges. The leading scholars writing in this volume discuss the challenges and opportunities that professional environments are facing. By providing solid portraits of each area as well as analyses across the region, this book will be a great resource to students, academics in teacher education and schooling as well as social scientists and policy-makers inside and outside the Nordic region.

• Elstad, Eyvind (2023). Chapter 1 Why Should People Outside the Nordic Region Be Interested in Teacher Education in the Nordic Region? I Elstad, Eyvind (Red.), Teacher education in the Nordic region. Springer Nature. ISSN 9783031260506. s. 1–13. Fulltekst i vitenarkiv Vis sammendrag

  This open access book is the first account of the whole diversity of teacher education in the Nordic region: Norway, Sweden, Finland, Denmark, Iceland, Greenland, the Faroe Islands, the Åland Islands and Sápmi (where the Sámi people live). Today, large parts of the world are looking to the Nordic model of social organization, and interest in the Nordic comprehensive school system and teacher education arrangements is no exception. A good education is a key to prosperity and well-being. And the quality of students’ education is undoubtedly linked to the quality of their teachers’ education. While teacher education in the Nordic region is globally admired, it also faces new challenges. The leading scholars writing in this volume discuss the challenges and opportunities that professional environments are facing. By providing solid portraits of each area as well as analyses across the region, this book will be a great resource to students, academics in teacher education and schooling as well as social scientists and policy-makers inside and outside the Nordic region.

• Elstad, Eyvind (2023). Læreren møter ChatGPT: muligheter og begrensninger. Fulltekst i vitenarkiv
• Elstad, Eyvind (2023). Læreren møder ChatGPT. Fulltekst i vitenarkiv
• Elstad, Eyvind (2022). The tension between academic mission and professional mission in teacher education programs. Fulltekst i vitenarkiv
• Elstad, Eyvind; Turmo, Are & Christophersen, Knut Andreas Abben (2022). Hva forklarer studieintensitet i dansk lærerutdanning? Fulltekst i vitenarkiv
• Elstad, Eyvind (2022). Wicked problems in Nordic teacher education. Fulltekst i vitenarkiv
• Elstad, Eyvind (2022). Norsk skole i et internajonalt perspektiv. Fulltekst i vitenarkiv
• Elstad, Eyvind (2021). Increased legalisation and reconfiguration of education. Nordic education in the digital age. Fulltekst i vitenarkiv
• Elstad, Eyvind; Turmo, Are; juuti, kalle; Solhaug, Trond & Christophersen, Knut-Andreas (2021). Antecedents of preservice teachers’ commitment to the teaching profession in Finland and Norway. Fulltekst i vitenarkiv
• Elstad, Eyvind; Christophersen, Knut-Andreas & Turmo, Are (2021). Søkelys på de pedagogiske fag. Fulltekst i vitenarkiv
• Elstad, Eyvind (2019). Fagfornyelsen: utfordringer og muligheter. Fulltekst i vitenarkiv
• Sandvik, Lise Vikan; Lejonberg, Eli; Solhaug, Trond & Elstad, Eyvind (2018). Mentor integration in teacher education. Fulltekst i vitenarkiv

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