Inga Staal Jenset

• Lavalette, Tracey; Nesje, Katrine & Jenset, Inga Staal (2025). What is ‘teacher noticing for equity’? A scoping review and interpretive synthesis of the literature on equitable noticing practices in the classroom. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 171. doi: 10.1016/j.tate.2025.105302. Fulltekst i vitenarkiv Vis sammendrag

  Over the last decade, a strand of literature built on intersections between equitable pedagogy and teacher noticing has evolved, and the number of publications describing ‘noticing for equity’ has significantly increased. However, no comprehensive review of this body of literature has been performed. Hence, this article reports on a scoping review focused on the overarching research question ‘What is ‘teacher noticing for equity?’, which we investigated through examining descriptive characteristics of the studies and interpreting predominant themes in the literature. Fifty-five articles were included in the final analysis. The findings show that the area is dominated by studies from U.S. mathematics education research, while the number of studies in other subjects and contexts is growing. Based on our interpretive content analysis, we propose that teacher noticing for equity can be conceptualised around four main themes: students' participation, students' diverse strengths, students' multiple knowledge bases and the impact of biases.

• Aalde, Oddvar & Jenset, Inga Staal (2025). Hva betyr organiserings- og ledelsesmodeller for studieprogramledelse? En undersøkelse av studieprogramlederes arbeid med koherens i grunnskolelærerutdanningene. Acta Didactica Norden (ADNO). 19(3). doi: 10.5617/adno.11462. Fulltekst i vitenarkiv Vis sammendrag

  Manglende helhet og sammenheng, eller koherens, i lærerutdanningene har over lengre tid vært et tema i internasjonal forskning. I stadig større grad pekes det på studieprogramlederes avgjørende rolle for å utvikle koherens, og denne studien utforsker betydningen av organisasjons- og ledelsesmodeller for studieprogramlederes arbeid med koherens i grunnskolelærerutdanningene (GLU). Forskningsspørsmålene er: Hvilke organisasjons- og ledelsesmodeller kan vi identifisere ved GLU-institusjonene i Norge, og Hva betyr organisering og lederstruktur for studieprogramlederes arbeid med å skape koherens ved to utvalgte GLU institusjoner? Datagrunnlaget i studien inkluderer en spørreundersøkelse som fokuserer påledelses- og organisasjonsmodeller ved 13 GLU-institusjoner i Norge, i tillegg til kvalitative intervjudata og logger fra studieprogramledere ved to utvalgte GLU-institusjoner. Våre funn viser store variasjoner i organisasjons- og ledelsesmodeller ved GLU-institusjonene, men med en overvekt av matriseorganisering1 i ulike varianter. Funnene viser også forskjeller i hvordan studieprogramlederrollen er definert, fra rene lederstillinger til kombinerte roller som omfatter undervisning, forskning og programlederansvar. Videre tyder funnene fra de to utvalgte institusjonene på at studieprogramlederne opplever likelydende utfordringer knyttet til organisering. Faglig fragmentering i organisasjonen kan føre til motstridende interesser som skaper barrierer for studieprogramledere i deres arbeid med å fremme koherens. Samtidig finner vi forskjeller i hvordan studieprogramlederne opplever disse utfordringene, blant annet på grunn av organisasjonsmodellens modenhet, grad av fragmentering i modellen og implementering av støttende strukturer for studieprogramlederne. Studien er et bidrag til å få økt forståelse av samspillet mellom organisasjon- og ledelsesstruktur. Studien viser også studieprogramlederes avgjørende rolle for å forbedre koherens i lærerutdanningsprogrammer

• Jenset, Inga Staal (2024). Video as a tool to connect coursework to teaching practice: Learning to reason around specific teaching practices. 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. 207–219. doi: 10.4324/9781032693798-20. 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.

• Jenset, Inga Staal; Klette, Kirsti; Hammerness, Karen Moore & Canrinus, Esther Tamara (2024). Coherence in teacher education. A case of research-based reform. 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. 61–74. doi: 10.4324/9781032693798-5. 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.

• Klette, Kirsti; Jenset, Inga Staal & Brataas, Gøril (2024). Practice what you teach: Using core practices to improve connections between theory and practice in secondary teacher preparation. I Grossman, Pamela & Fraefel, Urban (Red.), Core practices in teacher education : A global perspective. Harvard Education Press. ISSN 9781682538685. s. 65–80. Fulltekst i vitenarkiv
• Blikstad-Balas, Marte & Jenset, Inga Staal (2024). How can the use of video reframe what we mean by practice in teacher education programs? Using Video to Foster Teacher Development Improving Professional Practice through Adaptation and Reflection. Routledge. ISSN 9781003427414. Fulltekst i vitenarkiv
• White, Mark Christopher; Blikstad-Balas, Marte & Jenset, Inga Staal (2024). CORNERSTONE SECTION III: Research designs for video-based professional learning, Using Video to Foster Teacher Development Improving Professional Practice through Adaptation and Reflection. Routledge. ISSN 9781003427414. Fulltekst i vitenarkiv
• Jenset, Inga Staal & Blikstad-Balas, Marte (2024). CORNERSTONE SECTION II: Pedagogical designs for professional learning with videos, Using Video to Foster Teacher Development Improving Professional Practice through Adaptation and Reflection. Routledge. ISSN 9781003427414. Fulltekst i vitenarkiv
• Jenset, Inga Staal; Slotte, Anna; Nilsberth, Marie; Brataas, Gøril & Blikstad-Balas, Marte (2024). The benefits of using videos for developing responsive teaching, Using Video to Foster Teacher Development Improving Professional Practice through Adaptation and Reflection. Routledge. ISSN 9781003427414. Fulltekst i vitenarkiv
• Blikstad-Balas, Marte & Jenset, Inga Staal (2024). CORNERSTONE SECTION I: Reasons for including video in teacher learning, Using Video to Foster Teacher Development Improving Professional Practice through Adaptation and Reflection. Routledge. ISSN 9781003427414. Fulltekst i vitenarkiv
• Blikstad-Balas, Marte; Jenset, Inga Staal; Tengberg, Michael; Rasmussen, Hanne Fie & Graf, Stefan Ting (2024). How can a common language be created for targeted discussions about video clips? Using Video to Foster Teacher Development Improving Professional Practice through Adaptation and Reflection. Routledge. ISSN 9781003427414. Fulltekst i vitenarkiv
• Jenset, Inga Staal; Blikstad-Balas, Marte; Sigurðardóttir, Anna Kristin & Sigþórsson, Rúnar (2024). Pedagogies for teacher learning with videos: Didactical choices, Using Video to Foster Teacher Development Improving Professional Practice through Adaptation and Reflection. Routledge. ISSN 9781003427414. Fulltekst i vitenarkiv
• White, Mark Christopher; Blikstad-Balas, Marte & Jenset, Inga Staal (2024). Research designs for video-based professional learning, Using Video to Foster Teacher Development Improving Professional Practice through Adaptation and Reflection. Routledge. ISSN 9781003427414. doi: 10.4324/9781003427414. Fulltekst i vitenarkiv
• Jenset, Inga Staal; Tengberg, Michael; Magnusson, Camilla Gudmundsdatter; Brataas, Gøril; Sigurdardottir, Anna Kristin & Sigporsson, Runar (2024). The benefits of using videos for developing teachers' professional vision, Using Video to Foster Teacher Development Improving Professional Practice through Adaptation and Reflection. Routledge. ISSN 9781003427414. Fulltekst i vitenarkiv
• Jenset, Inga Staal & Hatlevik, Ida Katrine Riksaasen (2024). From development work to research publication: a case of Norwegian teacher educators developing research literacy. Teaching Education. ISSN 1047-6210. doi: 10.1080/10476210.2023.2298197. Fulltekst i vitenarkiv Vis sammendrag

  The importance of research capacity-building in teacher education is highlighted to enable teachers to be change agents who continually develop their own and the school’s collective practices, which again presupposes that the teacher educators themselves are research literate. However, teacher educators come from different backgrounds and have varying levels of experience with conducting research. They are also often challenged by competing demands from teaching and conducting research. This article examines four teacher educators who conducted developmental projects in their program while simultaneously participating in a series of structured workshops in research methods and academic writing. The article reports on interview data and logs from the participants and investigates how the workshops contributed to their development of research literacy. The findings indicate that the participants required and appreciated the structured scaffolding they were given, and they highlighted the importance of positive group support. The participants also expressed that the workshops contributed not only to building capacity for conducting research for them individually but also for building research capacity within their home institutions. Implications for teacher education are discussed, and the authors argue that targeted and individualized support beyond what is currently the case might be needed.

• Jenset, Inga Staal (2024). Hva kjennetegner samtaler av høy kvalitet i lærerutdanningen? Norsk pedagogisk tidsskrift. ISSN 0029-2052. 108(1), s. 29–41. doi: 10.18261/npt.108.1.4. Fulltekst i vitenarkiv
• Brataas, Gøril & Jenset, Inga Staal (2023). From coursework to fieldwork: How do teacher candidates enact and adapt core practices for instructional scaffolding? Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 132. doi: 10.1016/j.tate.2023.104206. Fulltekst i vitenarkiv Vis sammendrag

  Scholars debate whether foregrounding core practices in teacher education will enable candidates not only to enact but also to adapt these practices to specific classroom contexts. This study investigated six candidates’ enactment and adaptation of three practices for instructional scaffolding—introduced through the use of video during coursework— as they implemented those practices in their language arts teaching during fieldwork. The findings showed that all six candidates enacted the practices with their students and made various adaptations suited to their respective classroom contexts. The study provides nuanced information for ongoing conversations about pedagogies for practice-based teacher education.

• Aalde, Oddvar & Jenset, Inga Staal (2023). Study Program Leaders’ Perceptions of Coherence and Strategies for Creating Coherent Teacher Education Programs. Journal of Teacher Education. ISSN 0022-4871. doi: 10.1177/00224871231208683. Fulltekst i vitenarkiv Vis sammendrag

  Scholars and policymakers have consistently argued for the importance of coherence in teacher education (TE). Despite this attention to coherence, challenges of fragmentation and disconnect remain, and little research exists on how study program leaders (SPLs) in TE work to achieve coherence. This article explores how SPLs in two selected TE institutions in Norway perceive coherence and what strategies they use to create coherent TE programs. The two case studies use an ethnographic approach and report on repeated qualitative interviews with seven SPLs, supported by short-term observations over a period of one academic year. The analysis contributes to the small but emergent literature on how SPLs conceptualize coherence and identifies six strategies that SPLs use to navigate persistent barriers within a diverse and autonomous faculty in their ongoing efforts to strengthen coherence in TE programs. Implications for study program leadership in TE are discussed.

• Jenset, Inga Staal & Klette, Kirsti (2022). The Many Meanings of Practice-Based Teacher Education: A Conceptualization of the Term. I Menter, Ian (Red.), The Palgrave Handbook of Teacher Education Research. Palgrave Macmillan. ISSN 9783031161926. s. 1–21. doi: 10.1007/978-3-030-59533-3_87-1. Fulltekst i vitenarkiv Vis sammendrag

  eacher education has received increased attention in recent decades and is not only well recognized, but also criticized. Critics argue that teacher education is fragmented and disconnected to practice. Globally, policymakers and scholars emphasize the importance of grounding teacher education more profoundly in practice, but although the terms practice and practice-based are extremely prevalent in teacher-education literature, the terms remain vague. This book chapter conceptualizes the idea of “practice-based teacher education” into four approaches – expertise, reflective, action research, and enactment – and discusses their theoretical grounding and pedagogical implications. By systematizing the field of theory and practice in practice-based teacher Teducation, this chapter contributes to reducing the complexity and vagueness of the concept, thereby nurturing a more specific and precise language and terminology when discussing the many meanings of practice-based teacher education.

• Jenset, Inga Staal & Blikstad-Balas, Marte (2021). Ny praksisform i lærerutdanningen: Analysepraksis for forsknings- og profesjonsforberedelse. Acta Didactica Norden (ADNO). doi: 10.5617/adno.8153. Fulltekst i vitenarkiv Vis sammendrag

  Det er et tilbakevendende tema at lærerutdanningen må være forankret i praksis i større grad, og at lærerstudenter fremhever nettopp praksiserfaringene som det mest verdifulle i studiene. I tråd med internasjonal forskning på alternative måter å gjennomføre praksis på, har lektorprogrammet ved Universitetet i Oslo utviklet fem dager med såkalt analysepraksis – en praksisform der studentene er på campus og der all undervisning tar utgangspunkt i en konkret case med videoer av undervisning, intervjuer med elever og lærer, dokumenter fra timer og spørreskjemaer elevene har besvart, alt fra fire skole­timer i samme klasse. I artikkelen undersøker vi, ved hjelp av både spørreskjema og fokusgrupper, i hvilken grad lektorstudentene oppfatter at en slik praksisorganisering har bidratt til deres forsknings- og profesjonsforberedelser. Funnene viser at studentene er positive til alternative praksisformer, at de opplever analysepraksis som relevant for egen masteroppgave, og at det å analysere artefakter fra praksis er en progresjon fra tidligere praksisperioder. I diskusjonen tar vi opp hvordan studentene kan utfordres på at det å kjenne til ulike forskningsmetoder og analytiske innganger ikke bare er noe som angår forskere og masterstudenter – men alle profesjonelle lærere som skal forholde seg til forskning gjennom hele yrkeslivet.

• Jenset, Inga Staal; Hatlevik, Ida Katrine Riksaasen & Fougt, Simon Skov (2021). Lærerutdanningens undervisningspraksiser på campus. Acta Didactica Norden (ADNO). 15(3), s. 1–10. doi: 10.5617/ADNO.9168. Fulltekst i vitenarkiv Vis sammendrag

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• Hammerness, Karen; Klette, Kirsti; Jenset, Inga Staal & Canrinus, Esther Tamara (2020). Opportunities to study, practice, and rehearse teaching in teacher preparation: An international perspective. Teachers College Record (TCR). ISSN 0161-4681. 122(11). Fulltekst i vitenarkiv
• Jenset, Inga Staal (2018). Researching practice-based teacher education: Trends, challenges and recommendations for future research. Acta Didactica Norge. 12(3), s. 1–23. doi: 10.5617/adno.5933. Fulltekst i vitenarkiv Vis sammendrag

  Teacher educators and policymakers worldwide have called for a practice-based teacher education. However, the body of research on teacher education is limited, as is the knowledge about practice-based teacher education. This article summarises six recent comprehensive research reviews on teacher education. It gives an overview of the research trends in international research on practice-based teacher educationwith regard to research focus, research designs, and validity issues. The article discusses challenges within this field of research and provides recommendations for future research. It concludes that further research—using a greater variety of research designs and paying closer attention to methodological developments—is needed.

• Jenset, Inga Staal (2018). The Enactment Approach to Practice-Based Teacher Education Coursework: Expanding the Geographic Scope to Norway and Finland. Scandinavian Journal of Educational Research. ISSN 0031-3831. s. 1–20. doi: 10.1080/00313831.2018.1502681. Fulltekst i vitenarkiv Vis sammendrag

  Worldwide, scholars and policymakers emphasise the importance of basing teacher education in practice. Scholars have therefore suggested to extend the amount of fieldwork. Still, research has shown that the fieldwork component in teacher education of variable quality. During the last 10 years, an increasing body of research has thus emphasised coursework as an important site for making teacher education practice-based, by centreing coursework on core practices of teaching. This approach to practice-based teacher education has been called the enactment approach, and is primarily set within a US context. This article examines research on teacher education coursework in Norway and Finland, to investigate the extent to which the geographic scope of this approach has expanded to a Nordic context.

• Jenset, Inga Staal; Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen (2018). Opportunities to analyse pupils' learning within coursework on campus: A remaining challenge in teacher education. European Journal of Teacher Education. ISSN 0261-9768. 41(3), s. 360–376. doi: 10.1080/02619768.2018.1448783. Fulltekst i vitenarkiv Vis sammendrag

  To support pupils’ learning, teachers must understand what and how their pupils have learned, and teacher education should teach candidates how to do this. This article reports on survey data (n = 270) from three programmes and observation data (N = 104 h) from six programmes, located in Norway, Finland and the US. It examines the candidates’ opportunities to analyse pupils’ learning within their coursework. The authors argue that such opportunities might constitute profound possibilities to examine the complexity of teaching and learning. However, the study finds that the candidates have few opportunities to analyse pupils learning and that the full potential of these opportunities is unrealized. The authors argue for increased, specific attention to pupils’ learning within teacher education coursework, through a pedagogy of teacher education informed by existing research on how to elicit pupils’ learning.

• Jenset, Inga Staal; Hammerness, Karen & Klette, Kirsti (2018). Talk About Field Placement Within Campus Coursework: Connecting Theory and Practice in Teacher Education. Scandinavian Journal of Educational Research. ISSN 0031-3831. s. 1–19. doi: 10.1080/00313831.2017.1415968. Fulltekst i vitenarkiv Vis sammendrag

  Worldwide, scholars and policymakers have called for teacher education to link fieldwork and coursework. This article examines teacher candidates’ opportunities to talk about field placement within their campus coursework as one way of doing so. It reports on survey data (n = 270) and observation data (n = 52 hours) from 3 teacher-education programs in Norway, Finland, and California in the USA. Findings suggest that candidates have extensive opportunities to talk about field placement. However, the characteristics of the talk, the degree of specificity and detail provided, and the level of complexity and connectedness to theory vary extensively. The article argues that, to be generative for professional learning, talk about field placement needs to be systematically scaffolded within a pedagogy of teacher education.

• Jenset, Inga Staal; Klette, Kirsti & Hammerness, Karen (2018). Grounding Teacher Education in Practice Around the World: An Examination of Teacher Education Coursework in Teacher Education Programs in Finland, Norway, and the United States. Journal of Teacher Education. ISSN 0022-4871. 69(2), s. 184–197. doi: 10.1177/0022487117728248. Fulltekst i vitenarkiv Vis sammendrag

  Worldwide, teacher educators and policy makers have called for teacher preparation that is more deeply linked to practice. Yet we know little about how such linkages are achieved within different international programs. We examine the degree to which programs provide opportunities to learn that are grounded in practice, during university coursework. We report on observation data (N = 104 hr) from the methods courses in six programs in Finland, Norway, and California. Using an analytical framework decomposing the conception of “grounding in practice” in teacher education, this article provides evidence regarding the successes and challenges of incorporating practice in teacher education. The final version of this research has been published in the Journal of Teacher Education. © 2017 SAGE Publications

• Klette, Kirsti; Hammerness, Karen Moore & Jenset, Inga Staal (2017). Established and evolving ways of linking to practice in teacher education: Findings from an international study of the enactment of practice in teacher education. Acta Didactica Norge. 11(3), s. 1–22. doi: 10.5617/adno.4730. Fulltekst i vitenarkiv Vis sammendrag

  Worldwide, teacher educators and policymakers call for teacher preparation that is more deeply linked to practice. Yet, we know little about how such linkages are achieved within different international programs. We examine the degree to which programs provide opportunities to learn that are grounded in practice. We report on survey data (n = 486 teacher candidates) from five pro-grams in Finland, Norway, California, Chile, and Cuba, and observation data from the methods courses (n = 104 hours) in six programs in Finland, Norway, and California. Using an analytical framework decomposing the conception of ‘opportunities that are grounded in practice’ in teacher education, this article provides evidence regarding the successes—and challenges—concerning incorporating practice in teacher education. These findings suggest that some ways of linking to practice in teacher education seem to be established, while others are still evolving.

• Jakhelln, Rachel Elise & Jenset, Inga Staal (2015). Innledning: Utdanningsledelse og kompetanseutvikling. I Rindal, Ulrikke Elisabeth; Lund, Andreas & Jakhelln, Rachel Elise (Red.), Veier til fremragende lærerutdanning. Universitetsforlaget. ISSN 9789788215028. s. 148–156. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Blikstad-Balas, Marte; Dalland, Cecilie Pedersen & Jenset, Inga Staal (2025). God undervisning. Dette vet vi. Universitetsforlaget. ISBN 9788215072678. 168 s. Fulltekst i vitenarkiv
• Jenset, Inga Staal & Blikstad-Balas, Marte (2024). Using Video to Foster Teacher Development Improving Professional Practice through Adaptation and Reflection. Routledge. ISBN 9781003427414. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Jenset, Inga Staal (2025). A video-based pedagogy of teacher education and its relationship to teacher candidate learning. Fulltekst i vitenarkiv Vis sammendrag

  This paper was part of a symposium at EARLI 202 : Design and use of a video library for teachers’ professional learning: Obstacles and opportunities, with the included papers: Using a Video Library to improve Teacher-Student Interactions (Single Paper), Sigrun Ertesvåg (Presenting Author); Grete Sørensen Vaaland (Presenting Author) Using Video-Stimulated Recall Reflections as a Tool in Teacher Education (Single Paper), Michel Cabot (Presenting Author); Gry Anette Tuset (Co-Author) A video-based pedagogy of teacher education and its relationship to teacher candidate learning (Single Paper) Inga Staal Jenset (Presenting Author) Experiences with developing a controlled vocabulary for video tagging in teacher education (Single Paper), Kirsti Klette (Presenting Author); Simen Grung (Co-Author) Chair: Courtney Bell Discussant: Jürgen Schneider; Niels Brouwer Organiser: Inga Staal Jenset In this paper we examine video-stimulated reflection conversations between preservice teachers (PSTs), practicum teachers and campus teachers in the context of a practice-based teacher education. We ask the following research question: How do practicum teachers, campus teachers and the PSTs all contribute to the productiveness of the analytic talk around pedagogical dilemmas in video-stimulated reflection conversations?The data material for this qualitative case study is a collection of 29 videorecorded, video-stimulated reflection conversations from the subjects Mathematics (n=13) and English as a foreign language (EFL) (n=16). We looked for potential pedagogical problems and dilemmas that surfaced during the discussion. We analysed the conversations using Horn and Little’s (2010) conversational moves for analytic talk: Normalizing, specifying, revising and generalizing problems of practice.Analyses from both subjects indicate that the PSTs’ initial noticing and pedagogical reasoning had not fully grasped the pedagogical dilemmas from their teaching situations. During the reflection conversations, however, several pedagogical dilemmas became visible, and the pedagogical reasoning became more elaborate. This study emphasises the potential of video-stimulated recall reflections (Blikstad-Balas & Jenset, 2024). The analysis shows that the three-party conversations contribute to identify and interpret problems of practice and what constitutes “situationally relevant, appropriate action” (Horn & Little, 2010, p. 209). As such, using videos is one way to bridge the gap between practicum and campus education by drawing on analytic talk as well as on noticing and critical reasoning.

• Magnusson, Camilla Gudmundsdatter; Jenset, Inga Staal; Blikstad-Balas, Marte & Brataas, Gøril (2025). Hvordan kan vi støtte elevene faglig ved bruk av strategiundervisning og modellering? Fulltekst i vitenarkiv
• Hølland, Silje; Jenset, Inga Staal & Dalland, Cecilie Pedersen (2025). Inkludering og tilpasset opplæring gjennom undervisning av høy kvalitet. Fulltekst i vitenarkiv
• Jenset, Inga Staal; Blikstad-Balas, Marte & Dalland, Cecilie Pedersen (2025). Hva vet vi om god undervisning? I Blikstad-Balas, Marte; Dalland, Cecilie Pedersen & Jenset, Inga Staal (Red.), God undervisning. Dette vet vi. Universitetsforlaget. ISSN 9788215072678. s. 10–24. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Blikstad-Balas, Marte; Sandsør, Astrid Marie Jorde; Jensen, Fredrik & Jenset, Inga Staal (2025). Skolens tilstand: Hva er galt med skoledebatten? doi: https:/www.uio.no/om/aktuelt/universitetsplassen/domus-bibliotheca/arrangementer/2025/skolens-tilstand-hva-er-galt-med-skoledebatten. Fulltekst i vitenarkiv
• Jenset, Inga Staal (2024). Praksisbasert lærerutdanning: Kjernepraksiser og profesjonelt skjønn. Fulltekst i vitenarkiv
• Jenset, Inga Staal (2024). Paneldeltaker i Lektorrådet arrangert av Lektorprogrammets programutvalg (LPU). Fulltekst i vitenarkiv
• Klette, Kirsti; Grung, Simen & Jenset, Inga Staal (2024). Metadata for deling og gjenbruk. Eksempel fra skoleforskning. Fulltekst i vitenarkiv
• Jenset, Inga Staal (2024). Panelsamtale i skeiv uke: Mangfoldskompetanse i skolen og i lektorprogrammet. Fulltekst i vitenarkiv
• Jenset, Inga Staal & Brataas, Gøril (2024). Balancing attention to fine-grained teaching practices and the overall purpose of teaching when using a video library. Fulltekst i vitenarkiv
• Jenset, Inga Staal & Nesje, Katrine (2024). Bruk av video i lærerutdanning: En praksisbasert lærerutdanningsdidaktikk. Fulltekst i vitenarkiv
• Jenset, Inga Staal & Aalde, Oddvar (2024). The role of organization- and leadership structure for the work of teacher education program leaders. Fulltekst i vitenarkiv
• Lavalette, Tracey; Nesje, Katrine & Jenset, Inga Staal (2024). Learning to notice for equity – a scoping review of the literature on equityoriented teacher noticing. Fulltekst i vitenarkiv
• Jenset, Inga Staal; Blikstad-Balas, Marte; Tengberg, Michael & Svanbjörnsdóttir, Birna María (2024). Focusing on core practices and practice-based pedagogies to foster teacher development: Current and future research. Professor Pamela Grossman in conversation with QUINT research and researchers. Fulltekst i vitenarkiv
• Klette, Kirsti & Jenset, Inga Staal (2024). Norway. In symposium: Principles Travel. Context Matters. Collaboration Transforms. Fulltekst i vitenarkiv
• Jenset, Inga Staal & Carlile, Geoff (2024). Shaping Policy: Analyzing Stakeholder Perceptions of National Teacher Education Reforms in Norway. Fulltekst i vitenarkiv
• Lavalette, Tracey; Nesje, Katrine & Jenset, Inga Staal (2024). Learning to notice for equity – a review of the literature on equity-oriented teacher noticing. Fulltekst i vitenarkiv
• Jenset, Inga Staal (2023). Paneldeltaker i Lektorrådet, arrangert av Lektorprogrammets programutvalg (LPU). Fulltekst i vitenarkiv
• Aalde, Oddvar & Jenset, Inga Staal (2023). Study program leaders’ perceptions of coherence and strategies for creating coherent TE programs. Fulltekst i vitenarkiv
• Klette, Kirsti; Jenset, Inga Staal & Brataas, Gøril (2023). Using Core Practices to Improve Connections between Theory and Practice in Teacher Education. Fulltekst i vitenarkiv
• Jenset, Inga Staal (2023). Nasjonal styring av lektorutdanningene Presentasjon av funn fra NOKUT evalueringen for Ekspertgruppen om styring av lærerutdanning. Fulltekst i vitenarkiv
• Klette, Kirsti & Jenset, Inga Staal (2023). Measuring Teacher Quality:some Nordic experience. Presentation for faculty at University of Pennsylvania. Fulltekst i vitenarkiv
• Jenset, Inga Staal & Knain, Erik (2023). Identifying and supporting teachers’ professional development needs through assessment and self-reflection. Presentation for the Education and Innovation Practice Community (EIPC). Fulltekst i vitenarkiv
• Jenset, Inga Staal (2023). Livslang lærerutdanning? Presentasjon for personalseminar på NMBU. Fulltekst i vitenarkiv
• Jenset, Inga Staal (2023). Hva kan vi lære av hverandre? Gode eksempler fra den nasjonale evalueringen av lektorutdanningen. Fulltekst i vitenarkiv
• Jenset, Inga Staal & Brataas, Gøril (2022). Video as Instructional Tool: Facilitation Moves to Support Teacher Candidates' Ability to Notice and Reason. Fulltekst i vitenarkiv
• Jenset, Inga Staal & Brataas, Gøril (2022). Video-Based Discussions in Teacher Education: Teacher Candidates’ Reasoning across Coursework and Fieldwork . Fulltekst i vitenarkiv
• Jenset, Inga Staal & Brataas, Gøril (2022). Video-Based Discussions in Teacher Education: Teacher Candidates’ Reasoning across Coursework and Fieldwork. Fulltekst i vitenarkiv
• Aalde, Oddvar & Jenset, Inga Staal (2022). Dialogue and nurturing relationships in coherent teacher education programs. Fulltekst i vitenarkiv
• Jenset, Inga Staal (2022). #47 Den om helhet og sammenheng i tverrfaglig utdanning. [Radio]. NOKUT-podden. Fulltekst i vitenarkiv
• Jenset, Inga Staal (2022). Vi trenger lektorutdanninger av høy kvalitet. [Internet]. Khrono. Fulltekst i vitenarkiv
• Jenset, Inga Staal (2022). Funn fra evalueringen av lektorutdanning for trinn 8 – 13. Fulltekst i vitenarkiv
• Jenset, Inga Staal & Canrinus, Esther Tamara (2022). Monitoring Opportunities to Study Practice in Teacher Education – Teacher Candidates’ Perspectives. Fulltekst i vitenarkiv
• Jenset, Inga Staal & Brataas, Gøril (2021). Facilitation to Support Reasoning in Teacher Education. Fulltekst i vitenarkiv
• Brataas, Gøril & Jenset, Inga Staal (2021). Teacher Candidates’ Take up From a Campus Intervention: How teacher candidates enact scaffolding techniques in language arts during fieldwork. Fulltekst i vitenarkiv
• Jenset, Inga Staal (2019). Fra egen undervisningspraksis til forskningspublikasjon. Fulltekst i vitenarkiv
• Jenset, Inga Staal (2019). Nye oppgavetyper i lærerutdanningen: Progresjon og kobling til praksis. Fulltekst i vitenarkiv
• Jenset, Inga Staal (2018). Hvordan koble grunnskolelærerstudenters egen praksis og egen forsking? Fulltekst i vitenarkiv
• Jenset, Inga Staal; Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen Moore (2018). What is the role of theory and practice in a research-based teacher education? A teacher candidate perspective across five programs. Fulltekst i vitenarkiv
• Klette, Kirsti; Hammerness, Karen Moore; Canrinus, Esther Tamara; Jenset, Inga Staal & Goh, Pauline (2018). An international comparative study of vision, coherence and opportunities to learn in practice. Fulltekst i vitenarkiv
• Jenset, Inga Staal (2018). Praksis ved lærerutdanningen ved UiO. Fulltekst i vitenarkiv
• Jenset, Inga Staal; Klette, Kirsti & Hammerness, Karen (2017). Opportunities to Enact Practice Within Coursework on Campus. Fulltekst i vitenarkiv
• Jenset, Inga Staal; Klette, Kirsti; Hammerness, Karen; Bergem, Ole Kristian; Dossil, Cristina González & Pedroso, Sergio Ballester (2017). Panel: Coherencia entre la teoría y la práctica en la formación de profesores. Fulltekst i vitenarkiv
• Jenset, Inga Staal; Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen (2017). Teacher Candidates' Opportunities to Analyze Students' Learning: A Key Challenge in Teacher Education? Fulltekst i vitenarkiv
• Jenset, Inga Staal; Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen (2017). Opportunitites to analyze pupils' learning at campus: A key challenge in Teacher education? Fulltekst i vitenarkiv
• Jenset, Inga Staal; Klette, Kirsti & Hammerness, Karen (2017). Exploring the 'problem of enactment' in teacher education coursework. Fulltekst i vitenarkiv
• Jenset, Inga Staal & Canrinus, Esther Tamara (2016). Enactment of practice. Paper presented as part of Symposium of the Coherence and Assignment in Teacher Education (CATE) Study. Fulltekst i vitenarkiv
• Canrinus, Esther Tamara & Jenset, Inga Staal (2016). Coherence. Paper presented as part of Symposium of the Coherence and Assignment in Teacher Education (CATE) Study. Fulltekst i vitenarkiv
• Jenset, Inga Staal; Klette, Kirsti & Hammerness, Karen Moore (2016). Linking practice to theory in teacher education: Teacher candidates’ opportunities to talk about field experiences. Fulltekst i vitenarkiv
• Klette, Kirsti; Jenset, Inga Staal & Hammerness, Karen Moore (2016). Towards convergence in teacher education? Program coherence in Finland, Norway, Chile, Cuba and the US. Fulltekst i vitenarkiv
• Jenset, Inga Staal; Klette, Kirsti & Hammerness, Karen (2016). Linking practice to theory in teacher education–an examination of talk about field placement within coursework at campus. Fulltekst i vitenarkiv
• Jenset, Inga Staal (2015). Linking theory and practice in teacher education: how extensive are the teacher candidates’ opportunities to enact practice within their coursework at campus? Fulltekst i vitenarkiv
• Jenset, Inga Staal (2015). Opportunities to Enact Practice in Campus Methods Courses. Fulltekst i vitenarkiv
• Jenset, Inga Staal (2014). Linking theory and practice in teacher education. Examining teacher candidates’ opportunities to link to practice from their coursework at campus. Fulltekst i vitenarkiv
• Jenset, Inga Staal (2014). Koherens og sammenheng i lærerutdanningen: Komparative perspektiver på hvordan man kobler teori - praksis. Fulltekst i vitenarkiv
• Jenset, Inga Staal & Klette, Kirsti (2014). CATE comparative results. Paper presented for faculty and staff. Fulltekst i vitenarkiv
• Jenset, Inga Staal & Klette, Kirsti (2014). CATE comparative results. Paper presented for faculty and staff. Fulltekst i vitenarkiv
• Jenset, Inga Staal (2013). Measuring “Structural” Coherence throughout Program Features. Program Data from the Coherence and Assignments in Teacher Education (CATE) project. Fulltekst i vitenarkiv
• Jenset, Inga Staal & Brataas, Gøril (2002). Video as a Tool for Discussion: Teacher Candidates’ Reasoning across Coursework and Fieldwork. Fulltekst i vitenarkiv
• Jenset, Inga Staal & Brataas, Gøril (2002). Video-Based Discussions in Teacher Education: Teacher Candidates’ Reasoning across Coursework and Fieldwork . Fulltekst i vitenarkiv
• Jenset, Inga Staal (2017). Practice-Based Teacher Education Coursework: An Examination of the Extent and Characteristics of How Teacher Education Coursework Is Grounded in Practice Across Six Teacher Education Programs in Finland, Norway and California, US. Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag

  The thesis is written within the field of teacher education research, and examines practice-based teacher education by looking at the extent and characteristics of how teacher education coursework is grounded in practice. It examines the opportunities the teacher candidates have to learn that are grounded in practice, and the instructional practices contributing to these opportunities. This is examined in six teacher education programs across three national contexts, using a conceptual and analytical framework, constituted by eight dimensions of opportunities to learn that are grounded in practice. The thesis has a multiple-case design. It builds upon observation data, and uses survey data as support. Primarily, the observation data analysis has been theory-driven, according to the analytical framework of the study, in addition to a more inductive analysis of the observation data and a descriptive analysis of the survey data. The thesis’ findings are summarized in its three articles. Article I identifies a pattern across all programs concerning specific areas of opportunities grounded in practice that seems to be established (i.e. opportunities to take the pupils’ perspective), while others (i.e. opportunities to analyze pupils’ learning) remain a challenge for grounding teacher education in practice. The other articles examine two specific opportunities to learn that are grounded in practice, i.e. opportunities to talk about field placement in Article II, and opportunities to analyze pupils’ learning in Article III. Article II finds that the candidates across programs report extensive opportunities to talk about field placement, but that the talk at one of the programs is more specific, detailed and linked to theory. Article III finds that the candidates have few opportunities to analyze pupils’ learning, and that on the few occasions that they do, the potential of these opportunities to learn about the complexity of teaching and learning is not taken advantage of. Overall, this thesis points to areas for development for teacher education, more specifically related to instructional practices grounding teacher education in practice. The work has been conducted at the Department of Teacher Education and School Research.

• Klette, Kirsti; Lund, Andreas; Knudsen, Geir; Mathiassen, Ketil; Jenset, Inga Staal & Vinjar, Mari Bjørnsdotter [Vis alle 9 forfattere av denne artikkelen] (2011). Fagvisjoner i pedagogisk praksis: Program for Utdanning av Pedagogiske faglærere ved ILS (PUPILS). Sluttrapport fra utredningskomitéen for en modell for fornying av lærerutdanningen ved Institutt for lærerutdanning og skoleforskning ved UiO. Universitetet i Oslo. Fulltekst i vitenarkiv

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