Tone Malmstedt Eriksen

• Eriksen, Tone Malmstedt; Gleiss, Marielle Stigum & Sæther, Elin (2026). Research and development (R&D) circles as collaborative spaces for shared epistemic agency in teacher education. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 177. doi: 10.1016/j.tate.2026.105560. Fulltekst i vitenarkiv
• Hatlevik, Ida Katrine Riksaasen; Eriksen, Tone Malmstedt; Hunskaar, Tove Seiness; Steele, Annfrid Rosøy; Unhjem, Astrid & Vedeler, Gørill Warvik (2024). Transformative partnerships with university schools, Transforming University-based Teacher Education through Innovation A Norwegian Response to Research Literacy, Integration and Technology. Routledge. ISSN 9781032693798. s. 155–169. doi: 10.4324/9781032693798-14. Fulltekst i vitenarkiv Vis sammendrag

  The establishment of transformative partnerships between a teacher education (TE) institution and a few selected “university schools” is widely recognized as a strategy to ensure the ongoing quality development of TE programs and to increase research-based development in schools. The University of Oslo and UiT The Arctic University of Norway were the first TE institutions in Norway to establish these kinds of close and committed partnerships with university schools, and they now have over 10 years of experience. In this chapter, we describe the institutions’ model for transformative partnerships with university schools and highlight important findings from research on various activities that have emerged from this collaboration. The findings indicate that in transformative partnerships where participants collaborate on the management, development, and implementation of TE and on research and development (R&D) in schools, university schools can influence the quality of TE programs. As such, university schools can make research in TE more relevant for themselves and can provide information about on-campus TE activities. Having close connections between schools and campuses also helps to ensure that student teachers will perceive the content of on-campus teaching as being relevant for their future professional practice as schoolteachers.

• Eriksen, Tone Malmstedt & Brevik, Lisbeth M. (2022). Developing a “Research Literacy Way of Thinking” in Initial Teacher Education: Students as Co-researchers. I Menter, Ian (Red.), The Palgrave Handbook of Teacher Education Research. Palgrave Macmillan. ISSN 9783031161926. s. 1–26. doi: 10.1007/978-3-030-59533-3_9-1. Fulltekst i vitenarkiv
• Hatlevik, Ida Katrine R; Hunskaar, Tove Seiness & Eriksen, Tone Malmstedt (2020). Universitet og skole i samarbeid om lærerutdanning - Universitetet i Oslo sin modell for utvidet partnerskap. I Elstad, Eyvind (Red.), Lærerutdanning i nordiske land. Universitetsforlaget. ISSN 9788215035147. s. 277–295. Fulltekst i vitenarkiv
• Hunskaar, Tove Seiness & Eriksen, Tone Malmstedt (2019). University Schools as Partners: The Jewel in the Crown of Teacher Education, Kooperation von Universitãt und Schule fõrdern. Verlag Barbara Budrich. ISSN 9783847422099. s. 257–277. doi: 10.2307/j.ctvdf01pd.16. Fulltekst i vitenarkiv
• Lund, Andreas & Eriksen, Tone Malmstedt (2016). Teacher Education as Transformation: Some Lessons Learned from a Center for Excellence in Education. Acta Didactica Norge. 10(2), s. 53–72. doi: 10.5617/adno.2483. Fulltekst i vitenarkiv
• Engelien, Kirsti Lyngvær; Eriksen, Tone Malmstedt & Jakhelln, Rachel Elise (2015). Integrerte studiedesign for fremragende lærerutdanning. I Rindal, Ulrikke Elisabeth; Lund, Andreas & Jakhelln, Rachel Elise (Red.), Veier til fremragende lærerutdanning. Universitetsforlaget. ISSN 9789788215028. s. 157–169. Fulltekst i vitenarkiv

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