Hege Yvonne Hermansen
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Academic interests
My research interests include knowledge practices in the professions and higher education, program development in higher education, and the relationship between knowledge, agency and accountability in higher education and the professions. I work with qualitative methods and cultural historical/social practice based approaches.
I am a member of the research groups Knowledge, Learning and Governance: Studies in higher education and work (HEDWORK) at UiO, PKK at OsloMet and Studies of the Teaching Profession, Teacher Education and Educational Policy (TEPEE) at the Oslo Metropolitan University/the University College of South East Norway.
Projects
E-Pal: Equipping Palestine with E-Learning (NORHED project)
Faculty peer tutoring in teaching and supervision (PeTS)
Program design and development in teacher education (ProDev)
Knowledge work in the teaching profession: Opening up the black box of teachers' engagement with assessment for learning (completed PhD project connected to the NFR funded research project Learning Trajectories in Knowledge Economies).
Teaching and supervision
I teach and supervise on themes related to teaching and learning in higher education, pedagogy, workplace learning/organisational learning, knowledge in the professions, teacher education/professional education, assessment for learning and qualitative methods.
I am part of LINK Centre for Learning, Innovation & Academic Development.
Professional background
My background includes work in the areas of academic research, organizational learning, instructional design, professional development initiatives, curriculum development, training of trainers and mentoring.
2021- Associate Professor II, Department of Education, UiO
2021- Associate Professor, Centre for the Study of Professions, OsloMet
2019-2021 Associate Professor II, Centre for the Study of Professions, OsloMet
2018-2021 Associate Professor, Department of Education, UiO
2016-2018 Postdoctoral Researcher, Department of Teacher Education and School Research, UiO
2013-2015 Assistant Professor/Associate Professor, Centre for the Study of Professions, HiOA
2009-2013 PhD Fellow, Department of Education, UiO
2009 Norwegian Teacher, Adult Education Norway
2006-2009 Learning Specialist, Democratic Governance Group, United Nations Development Program
2004-2006 English Instructor, Arab American University of Jenin, Palestine
2004-2005 Teacher Trainer/Trainer of Trainers, English Testing Service (ETS)/Arab American University of Jenin, Palestine
2003-2004 English Teacher, American Lebanese Language Center, Beirut, Lebanon
Educational background
2015 - PhD, Faculty of Educational Sciences, University of Oslo
2003 - MSc Anthropology of Learning and Cognition, London School of Economics (UK)
2002 - BA African and Development Studies, School of Oriental and African Studies (UK)
1997 - Foundation course in Literature, UiO
Publications
- Heikkilä, Mirva; Hermansen, Hege; Iiskala, Tuike; Mikkila-Erdmann, Mirjamaija & Warinowski, Anu (2020). Epistemic agency in student teachers’ engagement with research skills. Teaching in Higher Education. ISSN 1356-2517. . doi: 10.1080/13562517.2020.1821638 Full text in Research Archive.
- Hermansen, Hege (2020). Knowledge Discourses and Coherence in Professional Education. Professions and Professionalism. ISSN 1893-1049. 10(2), s 1- 21 . doi: 10.7577/pp.3713 Full text in Research Archive.
- Hermansen, Hege (2019). In Pursuit of Coherence: Aligning Program Development in Teacher Education with Institutional Practices. Scandinavian Journal of Educational Research. ISSN 0031-3831. . doi: 10.1080/00313831.2019.1639815
- Hermansen, Hege (2019). Kunnskapsarbeid som et ansvarsområde for lærere og skoleledere, I: Kristin Helstad & Sølvi Mausethagen (red.), Nye lærer- og lederroller i skolen. Universitetsforlaget. ISBN 978-82-15-03407-2. kapittel.
- Hermansen, Hege; Lorentzen, Marte; Mausethagen, Sølvi & Zlatanovic, Tatjana (2018). Hva kjennetegner forskning på lærerrollen under Kunnskapsløftet? En forskningskartlegging av studier av norske lærere, lærerstudenter og lærerutdannere. Acta Didactica Norge. ISSN 1504-9922. 12(1) . doi: 10.5617/adno.4351 Full text in Research Archive.
- Hermansen, Hege Yvonne (2017). Knowledge relations and epistemic infrastructures as mediators of teachers' collective autonomy. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 65, s 1- 9 . doi: 10.1016/j.tate.2017.03.003 Full text in Research Archive.
- Nerland, Monika & Hermansen, Hege Yvonne (2017). Sosiomaterielle perspektiver på profesjonskvalifisering: Kunnskapsressursenes betydning, I: Sølvi Mausethagen & Jens-Christian Smeby (red.), Kvalifisering til profesjonell yrkesutøvelse. Universitetsforlaget. ISBN 9788215026459. Kapittel 14. s 167 - 179 Full text in Research Archive.
- Hermansen, Hege Yvonne (2016). Teachers' knowledge work in collective practice development: Approaches to introducing assessment for learning at the school level. Scandinavian Journal of Educational Research. ISSN 0031-3831. 60(6), s 679- 693 . doi: 10.1080/00313831.2015.1066433
- Hermansen, Hege Yvonne & Mausethagen, Sølvi (2016). Når kunnskap blir styrende: Læreres rekontekstualisering av nye kunnskapsformer. Acta Didactica Norge. ISSN 1504-9922. 10(2), s 92- 107 . doi: 10.5617/adno.2467
- Hermansen, Hege Yvonne (2014). Recontextualising assessment resources for use in local settings: opening up the black box of teachers’ knowledge work. Curriculum Journal. ISSN 0958-5176. 25(4), s 470- 494 . doi: 10.1080/09585176.2014.956771
- Hermansen, Hege Yvonne & Nerland, Monika (2014). Reworking practice through an AfL project: an analysis of teachers’ collaborative engagement with new assessment guidelines. British Educational Research Journal (BERJ). ISSN 0141-1926. 40(1), s 187- 206 . doi: 10.1002/berj.3037
- Hermansen, Hege & Nerland, Monika (2014). Betydningen av læreres kunnskapsarbeid for utvikling av kollektiv praksis, I: Eyvind Elstad & Kristin Helstad (red.), Profesjonsutvikling i skolen. Universitetsforlaget. ISBN 978-82-15-02355-7. Kapittel 12. s 224 - 240
- Hermansen, Hege (2018). Kunnskapsarbeid i lærerprofesjonen. Universitetsforlaget. ISBN 9788215028521. 160 s.
- Heikkilä, Mirva; Hermansen, Hege; Iiskala, Tuike; Mikkila-Erdmann, Mirjamaija & Warinowski, Anu (2020). Tools for the Age of Post-Truth: Making Research Skills Visible in Promoting Student Teachers’ Epistemic Agency.
- Hermansen, Hege (2020). Kunnskapsarbeidets rolle i skolebaserte utviklingsprosjekter.
- Hermansen, Hege & Jorde, Doris (2020). Reforming the knowledge base of Norwegian teacher education: Integrating research-based education and professional relevance.
- Hermansen, Hege & Mausethagen, Sølvi (2020). Getting beyond the “theory/practice-gap”: Constructions of knowledge relations in research on teacher education.
- Mausethagen, Sølvi & Hermansen, Hege (2020). Evaluering av Dekom-s - noen foreløpige observasjoner.
- Esterhazy, Rachelle & Hermansen, Hege (2019). «Flipped classroom» i praksis: Hvordan tilrettelegge for aktive læringsprosesser.
- Hermansen, Hege (2019). Disciplinary academics or teacher educators? Knowledge discourses as a tool for mediating epistemic boundaries in professional education.
- Hermansen, Hege (2019). Profesjonsrettet vurdering i lærerutdanningene.
- Hermansen, Hege (2019). Review: Working Relationally in and across practices: a cultural-historical approach to collaboration, by Edwards, A., Cambridge University Press, 2017.. Mind, Culture, and Activity. ISSN 1074-9039. . doi: 10.1080/10749039.2019.1692036
- Hermansen, Hege (2019). Tracing the enactment of agency in program design and development in teacher education.
- Hermansen, Hege (2019). Utforming av vurderingskriterier og sensorveiledninger – sentrale spørsmål og avveininger.
- Hermansen, Hege (2018). Disciplinary academics or teacher educators? Negotiating epistemic boundaries in professional education.
- Hermansen, Hege (2018). Fagfornyelsen: vurdering som integrerende kraft?.
- Hermansen, Hege (2018). Lærerprofesjonalitet og læreryrket som profesjon.
- Hermansen, Hege (2018). Program development in teacher education: Between organisation, knowledge and politics.
- Hermansen, Hege Yvonne (2018). In pursuit of integration: Teacher educators' approaches to program development.
- Hermansen, Hege & Mausethagen, Sølvi (2018). Differentiating "practice" in the "theory/practice-gap": Exploring conceptualisations of "practice" in research on teacher education.
- Hermansen, Hege Yvonne (2017). Teacher educators in narratives of change: A review of program development in teacher education.
- Hermansen, Hege Yvonne (2016). Constructing agency and autonomy through knowledge practices in professional work: An analytical framework.
- Hermansen, Hege Yvonne (2016). Kunnskap, ansvar og autonomi i lærerprofesjonen.
- Hermansen, Hege Yvonne (2016). What happens to assessment resources in teacher teams? The BERA blog.
- Hermansen, Hege Yvonne & Mausethagen, Sølvi (2016). Når kunnskap blir styrende: Læreres utfordringer i møte med nye kunnskapsformer.
- Hermansen, Hege Yvonne; Zlatanovic, Tatjana & Lorentzen, Marte (2016). Professional work of Norwegian teachers during the Knowledge Promotion Reform: A literature review.
- Mausethagen, Sølvi; Hermansen, Hege Yvonne; Lorentzen, Marte; Zlatanovic, Tatjana & Dahl, Thomas (2016). Hva kjennetegner forskning på norske lærere under kunnskapsløftet? En forskningskartlegging..
- Dahl, Thomas & Hermansen, Hege Yvonne (2015). Forskning på lærerrollen i Norge - relevans for lærerutdanningen?.
- Hermansen, Hege Yvonne (2015). (De-)constructing professional agency through knowledge work: Teachers developing Assessment for Learning at the school level..
- Hermansen, Hege Yvonne (2015). Constructing professional roles and responsibilities through knowledge work: the case of Assessment for Learning.
- Hermansen, Hege Yvonne (2015). Knowledge work in the teaching profession: Opening up the black box of teachers’ engagement with Assessment for Learning.
- Bonsaksen, Tore & Hermansen, Hege (2014, 31. mars). Sampublisering med studenter. [Internett]. http://khrono.no/debatt/sampublisering-med-studenter.
- Bonsaksen, Tore & Hermansen, Hege (2014, 31. mars). Sampublisering med studenter gjennom videreutvikling av bacheloroppgaver. [Internett]. https://blogg.hioa.no/fpksatsing/2014/03/31/fra-utdanningene.
- Brevik, Birger & Hermansen, Hege (2014, 19. september). Fra utdanningene: Integrasjon mellom utdanning og arbeidsliv gjennom strategisk bruk av teknologi. [Internett]. Program for fremragende profesjonskvalifisering (FPK). Show summary
- Hermansen, Hege (2014). Hva fremmer kvalitet?.
- Hermansen, Hege (2014). Knowledge work' as an analytical perspective for examining knowledge in the professions,.
- Hermansen, Hege (2014). Teachers' knowledge work and collective practice development.
- Hermansen, Hege (2014). Teachers’ knowledge work and collective practice development: Approaches to introducing Assessment for Learning at the school level.
- Hermansen, Hege (2014). Teachers’ knowledge work within different school settings: Examining the interrelationship between the epistemic and the organisational.
- Spetalen, Halvor Einung; Sannerud, Ronny & Hermansen, Hege Yvonne (2014, 19. september). Fra utdanningene: Overføres læring gjennom simuleringsøvelser til praksis?. [Internett]. SPK bloggen, HiOA.
- Granås, Anne Gerd; Foss, Camilla & Hermansen, Hege (2013, 17. desember). Fra utdanningene: bruk av digitale kollokvier for å styrke forholdet mellom utdanning og praksis. [Internett]. Blogg: Program for fremragende profesjonskvalifisering (FPK). Show summary
- Hermansen, Hege & Komulainen, Tiina M. (2013, 18. desember). Simulering som verktøy for å skape en praksisnær utdanning. [Internett]. FPK-blogg og Khrono. Show summary
- Ribu, Kirsten & Hermansen, Hege (2013, 10. desember). Fra utdanningene: involvering av studenter i forskningsprosjekter. [Internett]. FPK-bloggen.
- Hermansen, Hege Yvonne & Nerland, Monika (2012). Co-production of Assessment Practices: Challenges Emerging in Teachers’ Work with ’Assessment for Learning’.
- Hermansen, Hege Yvonne & Nerland, Monika (2011). Negotiating Professional Standards: Teachers’ engagement with new guidelines for student assessment.
- Hermansen, Hege Yvonne & Nerland, Monika (2010). Standardisation as knowledge practice: Teachers' engagement with new standards for student assessment.