Katrine Nesje

• Lavalette, Tracey; Nesje, Katrine & Jenset, Inga Staal (2026). 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, s. 105302–105302. 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.

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

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

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

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

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

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

• Nesje, Katrine & Strømme, Torunn Aanesland (2024). Using authentic practice videos in formative assessment in teacher education. Transforming University-based Teacher Education through Innovation A Norwegian Response to Research Literacy, Integration and Technology. Routledge. ISSN 9781032693798. 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.

• Lejonberg, Eli; Nesje, Katrine; Elstad, Eyvind & Christophersen, Knut-Andreas Abben (2024). Innovative approaches to mentoring: preservice teachers’ perceptions of peer mentoring based on a decision simulator. International Journal of Mentoring and Coaching in Education. ISSN 2046-6854. 13(3), s. 277–294. doi: 10.1108/IJMCE-03-2023-0028. Fulltekst i vitenarkiv
• Lejonberg, Eli; Nesje, Katrine & Jacobsen, Hilde Marie Madsø (2024). Veiledning for å fremme nyutdannede som ressurs: Hvordan bruk av samtaleguider kan bidra. I Kvam, Edel Karin; Roness, Dag; Ulvik, Marit; Helleve, Ingrid Maria & Smith, Kari (Red.), Veiledning og profesjonell utvikling i skolen. Fagbokforlaget. ISSN 9788245047325. s. 261–288. Fulltekst i vitenarkiv
• 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.

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

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

• Børte, Kristin; Nesje, Katrine & Lillejord, Sølvi (2020). Barriers to student active learning in higher education. Teaching in Higher Education. ISSN 1356-2517. 23(3), s. 597–615. doi: 10.1080/13562517.2020.1839746. Fulltekst i vitenarkiv
• Nesje, Katrine (2020). Virituelle klasseromssimuleringer i lærerutdanningen. I Elstad, Eyvind (Red.), Lærerutdanning i nordiske land. Universitetsforlaget. ISSN 9788215035147. s. 243–255. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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 Vis sammendrag

  The act of newly qualified teachers leaving the profession is a growing challenge, both in Norway and internationally. To address recruitment difficulties, there is a need for further knowledge of prospective teachers’ career motivations. The current study validated a Norwegian translation of the Factors Influencing Teaching Choice (FIT-Choice) Scale. Using a sample of 635 preservice teachers, confirmatory factor analyses were conducted. The results indicated that the translated scale offers a valid measure of Norwegian students’ motivation to become teachers. Self-perception of teaching-related abilities was one of the main motivational sources, together with the desire to shape the future of children and adolescents and an interest in teaching. Findings are discussed in relation to previous studies based on the FIT-Choice Scale in other countries. This is an Accepted Manuscript of an article published by Taylor & Francis in Scandinavian Journal of Educational Research on 26 Apr 2017, available online: http://www.tandfonline.com/10.1080/00313831.2017.1306804

• 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 9781107104983. s. 94–124. doi: 10.1017/9781316225202. Fulltekst i vitenarkiv
• Nesje, Katrine (2016). Teach First Norway - who joins and what are their initial motivations for teaching? :. Acta Didactica Norge. 10(2), s. 150–178. doi: 10.5617/adno.2512. Fulltekst i vitenarkiv
• Nesje, Katrine (2014). Teach First Norway. Nye modeller i lærerutdanningen. I Elstad, Eyvind & Helstad, Kristin (Red.), Profesjonsutvikling i skolen. Universitetsforlaget. ISSN 9788215023557. s. 97–113. Fulltekst i vitenarkiv

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• Nesje, Katrine; Tronsmo, Eli & Fremstad, Ester (2026). Preparing for professional learning through practicing peer mentoring​. Fulltekst i vitenarkiv
• Selling, Alexander Jonas Viktor; Korbøl, Karsten; Brataas, Gøril & Nesje, Katrine (2025). Hva skal elevene lære? Om mål og faglige koblinger. Fulltekst i vitenarkiv
• Jenset, Inga Staal & Nesje, Katrine (2024). Bruk av video i lærerutdanning: En praksisbasert lærerutdanningsdidaktikk. 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
• 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
• Lejonberg, Eli & Nesje, Katrine (2020). Tools for mentoring of preservice teachers. Fulltekst i vitenarkiv
• Nesje, Katrine & Lejonberg, Eli (2019). Tools for mentoring of preservice teachers: A systematic review. Fulltekst i vitenarkiv
• Brandmo, Christian & Nesje, Katrine (2017). Family background as an antecedent of motivation to teach in Norway. Fulltekst i vitenarkiv
• Nesje, Katrine; Canrinus, Esther Tamara & Strype, Jon (2017). Teacher “on hold” - Professional identity constructions of Teach First candidates. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Nesje, Katrine; Canrinus, Esther Tamara; Fokkens-Bruinsma, Marjon & Brandmo, Christian (2016). Fitting the FIT: Motivation for becoming a teacher in Norway and the Netherlands. Fulltekst i vitenarkiv
• 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? Fulltekst i vitenarkiv
• Lillejord, Sølvi; Børte, Kristin; Nesje, Katrine & Ruud, Erik (2018). Learning and teaching with technology in higher education. A systematic review. Kunnskapssenter for utdanning. ISSN 9788212037038. Fulltekst i vitenarkiv
• Lillejord, Sølvi; Børte, Kristin & Nesje, Katrine (2018). De yngste barna i skolen - lek og læring, arbeidsmåter og arbeidsmiljø. En forskningskartlegging. Kunnskapssenter for utdanning. ISSN 9788212037410. Fulltekst i vitenarkiv

Se alle arbeider i NVA