Katrine Nesje

• Nesje, Katrine & Lejonberg, Eli (2022). Tools for the school-based mentoring of pre-service teachers: A scoping review. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 111. doi: 10.1016/j.tate.2021.103609.
• Nesje, Katrine (2020). The Origin and Adaptation of Teach First Norway . I Thomas, Matthew A.M.; Rauschenberger, Emilee & Crawford-Garrett, Katherine (Red.), Examining Teach For All International Perspectives on a Growing Global Network. Routledge. ISSN 9780367336486.
• Børte, Kristin; Nesje, Katrine & Lillejord, Sølvi (2020). Barriers to student active learning in higher education. Teaching in Higher Education. ISSN 1356-2517. s. 1–20. doi: 10.1080/13562517.2020.1839746.
• Nesje, Katrine (2020). Virituelle klasseromssimuleringer i lærerutdanningen. I Elstad, Eyvind (Red.), Lærerutdanning i nordiske land. Universitetsforlaget. ISSN 978-82-15-03514-7. s. 243–255.
• Nesje, Katrine; Canrinus, Esther Tamara & Strype, Jon (2018). "Trying on teaching for fit" - Development of professional identity among professionals with multiple career opportunities. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 69, s. 131–141. doi: 10.1016/j.tate.2017.10.011.
• Nesje, Katrine; Brandmo, Christian & Berger, Jean-Louis (2018). Motivation to Become a Teacher: a Norwegian Validation of the Factors Influencing Teaching Choice Scale. Scandinavian Journal of Educational Research. ISSN 0031-3831. 62(6), s. 813–831. doi: 10.1080/00313831.2017.1306804. Fulltekst i vitenarkiv
• Brandmo, Christian & Nesje, Katrine (2017). Factors motivating students to become secondary school teachers: Evidence from Norway. I Watt, Helen M. G.; Richardson, Paul W. & Smith, Kari (Red.), Global perspectives on teacher motivation. Cambridge University Press. ISSN 978-1-107-10498-3. s. 94–124. doi: 10.1017/9781316225202.
• Nesje, Katrine (2016). Teach First Norway - who joins and what are their initial motivations for teaching? :. Acta Didactica Norge. ISSN 1504-9922. 10(2), s. 150–178. doi: 10.5617/adno.2512.
• Nesje, Katrine (2014). Teach First Norway. Nye modeller i lærerutdanningen. I Elstad, Eyvind & Helstad, Kristin (Red.), Profesjonsutvikling i skolen. Universitetsforlaget. ISSN 978-82-15-02355-7. s. 97–113.

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• Lejonberg, Eli & Nesje, Katrine (2020). Tools for mentoring of preservice teachers.
• Nesje, Katrine & Lejonberg, Eli (2019). Tools for mentoring of preservice teachers: A systematic review.
• Nesje, Katrine; Canrinus, Esther Tamara & Strype, Jon (2017). Teacher “on hold” - Professional identity constructions of Teach First candidates.
• Brandmo, Christian & Nesje, Katrine (2017). Family background as an antecedent of motivation to teach in Norway.
• Canrinus, Esther Tamara; Nesje, Katrine; Fokkens-Bruinsma, Marjon & Brandmo, Christian (2016). Do we fit the FIT? Norwegian and Dutch student teachers’ motivation to become a teacher.
• Nesje, Katrine; Canrinus, Esther Tamara; Fokkens-Bruinsma, Marjon & Brandmo, Christian (2016). Fitting the FIT: Motivation for becoming a teacher in Norway and the Netherlands.
• Brandmo, Christian; Nesje, Katrine; Tiplic, Dijana & Elstad, Eyvind (2014). Components of teachers' work motivation: What motivates students to become teachers and what motivate teachers to stay?
• Lillejord, Sølvi; Børte, Kristin & Nesje, Katrine (2018). De yngste barna i skolen - lek og læring, arbeidsmåter og arbeidsmiljø. En forskningskartlegging. Kunnskapssenter for utdanning. ISSN 978-82-12-03741-0.
• Lillejord, Sølvi; Børte, Kristin; Nesje, Katrine & Ruud, Erik (2018). Learning and teaching with technology in higher education. A systematic review. Kunnskapssenter for utdanning. ISSN 978-82-12-03703-8.

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