Viviana Daza

• Wiese, Eline; Hatlevik, Ida Katrine Riksaasen & Daza, Viviana (2024). How can universities ensure quality of practice in initial teacher education? Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 139. doi: 10.1016/j.tate.2023.104462. Fulltekst i vitenarkiv Vis sammendrag

  This article presents a state-of-the-art review of the literature published between 2010 and 2022 on the necessary preconditions for and features of quality learning and mentoring in schools in university-based initial teacher education (ITE). The article argues that ITE institutions should take a leading role in ensuring quality by providing criteria and assessments that promote transferability and meaningful connections, explicit and comprehensive guidelines for mentors, mentoring courses, tools and structures for mentoring, and on-campus courses that ensure coherence and progression in learning. Furthermore, ITE institutions should forge partnerships with schools and develop and perform research on teaching practice in ITE.

• Daza, Viviana; Gudmundsdottir, Greta Björk & Lund, Andreas (2024). The emergence of a digital third space: Opportunities and constraints of digital practice assessment in teacher education. International Journal of Educational Research. ISSN 0883-0355. 127, s. 1–13. doi: 10.1016/j.ijer.2024.102415. Fulltekst i vitenarkiv Vis sammendrag

  Practitioners and policymakers worldwide emphasise the need for research-based and professionally relevant teacher education, highlighting the importance of integrating epistemologies across schools and teacher education institutions. Drawing on the affordance concept, this study qualitatively investigates the perceived opportunities and constraints of Digital Practice Assessment (DPA) as a collaborative platform for triads of pre-service teachers, school-based and university-based teacher educators. It explores the perspectives of these stakeholders on the use of technology in teaching practice assessment and examines how their collaboration within these triads can facilitate the emergence of a third space. The third space is a metaphor that denotes the meeting place of epistemologies from research and practice in teacher education, where all stakeholders’ voices are heard. This examination sheds light on the potential benefits and challenges that DPA brings to the assessment process and highlights the importance of understanding the interplay between technology, collaboration, and professional development in teacher education. Through video-stimulated recall interviews of the assessment sessions, we show how recordings of teaching practice offer opportunities such as detailed feedback, enhanced reflections, and knowledge sharing, which are essential to research-based and practice-oriented teacher education. However, certain constraints were identified, such as the lack of contextual information and rigid roles within the assessment process. Still, despite the summative nature of DPA, our findings suggest that it has the potential to integrate formative assessment to foster the emergence of a third space and to support the development and learning of pre-service teachers.

• Daza, Viviana (2022). Inside looking out: a third space perspective on pre-service teachers' practice experiences. I Tierney, Rob; Rizvi, Fazal & Ercikan, Kadriye (Red.), International Encyclopedia of Education. Elsevier. ISSN 9780128186305. s. 393–404. doi: 10.1016/B978-0-12-818630-5.04116-6. Fulltekst i vitenarkiv Vis sammendrag

  Pre-service teachers’(PSTs) central position in practice provides an “inside looking out” perspective that expands the more theoretical “third space” concept, which is increasingly used to describe less hierarchical partnerships in Teacher Education (TE). The empirical case presented here highlights PSTs’ views on their practice experiences to illuminate the inner dynamics of these partnerships. PSTs’ voices are essential to achieving a pragmatic understanding of how the third space works and how their perspectives contribute to forming an “inside looking out” narrative of the dynamics of becoming a teacher.

• Ramos, Leidy Viviana Daza; Gudmundsdottir, Greta Björk & Lund, Andreas (2021). Partnerships as third spaces for professional practice in initial teacher education: A scoping review. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 102. doi: 10.1016/j.tate.2021.103338. Fulltekst i vitenarkiv Vis sammendrag

  This article comprises a scoping review of partnerships as third spaces for professional practice (2010–2019). The purpose of this review is to provide a comprehensive overview of relevant research regarding the emergence of the concept “third space” in professional practice in teacher education. The review is underpinned by the five-stage framework of Arksey and O’Malley (2005). The results show that participants’ identities in the third space are in constant negotiation as a result of crossing boundaries and performing hybrid roles. The symmetrical interconnection of knowledge in the third space contributes to a fundamental shift in the focus on whose expertise counts in the education of future teachers.

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• Daza, Viviana & Fandrem, Hildegunn (2026). Exploring Life Skills Education Through a Gender Lens in Norwegian Schools. doi: https:/nera-conference-2026.via.dk/programme. Fulltekst i vitenarkiv Vis sammendrag

  This presentation focused on how life skills education (LSE) is implemented in Norwegian schools from a gender perspective. LSE became one of three interdisciplinary topics in the Norwegian curriculum (LK20) in 2020, but little is known about how it relates to gender and socioeconomic background. The study asked how gender and socioeconomic background shape students' engagement with LSE, and how teachers understand the relevance of LSE for gendered expectations. Drawing on Foucault's concept of subject positions and post-structuralist feminist intersectionality, it used discourse analysis of focus group interviews with students and teachers from six lower and upper secondary schools across Norway. Preliminary findings indicated a need to address gender and socioeconomic background in LSE in order to create inclusive learning environments, as well as a gap between how participants talked about these issues and how they are framed in official policy. The study contributes to discussions on how LSE can support equity for all students.

• Pedersen, Cathrine; Nygaard, Egil; Sundgot-Borgen, Christine & Daza, Viviana (2026). Refleksjonsopplegg om FoL – HeaLS og LIFE: Folkehelse og livsmestring i skolen. Fulltekst i vitenarkiv
• Daza, Viviana; Gudmundsdottir, Greta Björk & Lund, Andreas (2023). Forskningsnotat: Partnerskap som et tredje rom for profesjonsutvikling i lærerutdanningen. Fulltekst i vitenarkiv
• Daza, Viviana (2022). Third space partnerships: Affordances, Challenges and Digital Possibilities. Fulltekst i vitenarkiv
• Daza, Viviana (2022). Partnerships in the Third Space. What Can We Learn from the Conceptualization of a Vague Concept in Teacher Education? Fulltekst i vitenarkiv
• Daza, Viviana (2022). What do pre-service teachers' voices tell us? An exploration of practice experiences in a teacher education program. Fulltekst i vitenarkiv
• Daza, Viviana; Gudmundsdottir, Greta Björk & Lund, Andreas (2022). Partnerships in the Third Space. What can we learn from the conceptualization of a vague concept in teacher education? Fulltekst i vitenarkiv
• Daza, Viviana (2021). Exploring pre-service teachers’ perceptions of professional practice in partnerships. Fulltekst i vitenarkiv
• Daza, Viviana (2021). A scoping review of the third space in partnerships for professional practice. Fulltekst i vitenarkiv
• Daza, Viviana (2021). Conference paper: Quality from participants' perspectives: the experiences and beliefs of pre-service teachers regarding professional practice. Fulltekst i vitenarkiv
• Ramos, Leidy Viviana Daza; Gudmundsdottir, Greta Björk & Lund, Andreas (2019). Conference paper: The Conceptualization of the Third Space in Pre-Service Teachers' Professional Practice. Fulltekst i vitenarkiv
• Pedersen, Cathrine; Nygaard, Egil; Wollscheid, Sabine; Eftedal, Nikolai Haahjem; Daza, Viviana & Besche, Torstein de [Vis alle 9 forfattere av denne artikkelen] (2026). InnFoLiv – Todelt innsiktsarbeid om folkehelse og livsmestring i skolen : Delrapport. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788232707799. doi: https:/hdl.handle.net/11250/5510966. Fulltekst i vitenarkiv Vis sammendrag

  Kunnskapsløftet 2020 (forkortes LK20) og Kunnskapsløftet 2020 samisk (LK20S) innførte folkehelse og livsmestring som ett av tre tverrfaglige temaer i skolen, med mål om å styrke elevenes psykiske og fysiske helse og deres evne til å ta ansvarlige livsvalg. Temaet er forankret i både overordnet del og i de fleste fag, og skal bidra til å møte sentrale samfunnsutfordringer gjennom arbeid i og på tvers av fag. Prosjektet InnFoLiv – Todelt innsiktsarbeid om folkehelse og livsmestring i skolen har som mål å bidra til kvalitet og relevans i skolens arbeid med folkehelse og livsmestring. Prosjektet gjennomføres på oppdrag fra Helsedirektoratet og inngår i direktoratets bidrag til en nettbasert kompetansepakke for lærere, sko-leledere og profesjonsfellesskapet. Prosjektet skal levere et kunnskapsgrunnlag om den kompetansen barn bør ha, og selv opplever at de trenger, om temaer relatert til folkehelse og livsmestring. Dessuten skal prosjektet kartlegge eksisterende støtteressurser som er tilgjengelige for skolene i deres arbeid med folkehelse og livsmestring. Kunnskapsgrunnlaget skal benyttes til å vurdere om støtteressursene dekker barn og unges behov for kompetanse om temaer relatert til folkehelse og livsmestring innenfor rammene av LK20, og hva som trengs av nye støtteressurser. Prosjektet inngår i Helsedirektoratets bidrag til en nettbasert kompetansepakke om folkehelse og livsmestring som Utdanningsdirektoratet har ansvar for, og som utvikles av Universitetet i Sørøst-Norge (USN). Denne delrapporten formidler funn fra første fase i utarbeidelsen av kunnskapsgrunnlaget, og benytter følgende datakilder: forskningsgjennomgang, kunnskapsoppsummering, gjennomgang av befolknings- og elevundersøkelser samt spørsmål ungdom har stilt på den offentlige informasjonskanalen for ungdom, ung.no.

• Daza, Viviana (2024). Emerging Third Spaces in Teacher Education. Examining collaboration among pre-service teachers and school- and univerversity-based teacher educators. University of Oslo. Fulltekst i vitenarkiv Vis sammendrag

  This thesis explores how collaboration between pre-service teachers and teacher educators in schools and universities can enhance practice quality in teacher education (TE). It investigates interactions and the potential emergence of a third space (Bhabha, 1994) that can reshape school-university collaboration by integrating academic and practitioner knowledge (Zeichner, 2010). Addressing a literature gap, the study examines ways to enhance democratic collaboration in TE and provide authentic practice experiences for pre-service teachers. The main goal is to investigate practice and enrich it by focusing on how pre-service teachers and teacher educators view collaboration and interaction. The thesis draws on the practical components of two TE programs at the University of Oslo: a master of education and a teacher certification program. The site encompasses diverse practice experiences across partner schools and involves interviews with 34 pre-service teachers, along with 5 teacher educators from schools and 5 from the university. 98 preservice teachers participated in surveys. Data includes findings from a scoping review, indepth interviews, and video-stimulated recall interviews. The overarching methodological approach aligns with principles of case study and thematic analysis (Braun & Clarke, 2006). This study includes three articles. Article I traced the conceptualization of the third space within TE and revealed its significance for partnership models, educational policies, and empirical practices. The third space highlights the value of collaboration and negotiation of identities and epistemologies. Yet, challenges regarding tensions and sustainability highlighted the need to address power imbalances and promote equal collaboration. Findings also noted a rising interest in exploring the third space in digital contexts. Article II explored pre-service teachers’ perceptions of their practice experiences and learning to provide insight into how the third space operates from the PSTs’ viewpoint. Incorporating the third space nuanced participation and negotiation of meaning within communities of practice (Wenger, 1998). The main finding emphasized the emergent nature of the third space as PSTs actively engage in participation and meaning negotiation with various actors, fostering epistemic negotiations, relational factors, and identity development. The need for equal participation and meaningful negotiation to overcome related challenges was stressed. Article III investigated a digital practice assessment (DPA) involving collaborative triads of pre-service teachers and teacher educators (from school and university). The findings suggested that utilizing video-based assessments allows for improved preparation, fostering interactions, and merging academic and practitioner knowledge. However, challenges of limited context and role ambiguity hinder the third space’s emergence. The study underscored the role of digital tools in shaping interactions and perceptions of affordances with the third space emerging during specific moments of active articulation of opportunities for formative assessment where all triad members participated equally. In sum, this thesis demonstrates the potential to integrate academic and practitioner knowledge to support pre-service teachers’ learning within a democratic environment conductive to the emergence of a third space. However, it also draws attention to the continuous negotiation of tensions for sustained and authentic collaboration in TE.

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