Leila Ferguson

• Ferguson, Leila (2026). Norwegian higher education teachers’ conceptions of the scholarship of teaching and learning: a qualitative study. International Journal for Academic Development. ISSN 1360-144X. doi: 10.1080/1360144X.2026.2681120. Full text in Research Archive Show summary

  The Scholarship of Teaching and Learning (SoTL) is enjoying considerable focus in Norway. The SoTL concept continues to evolve and to elude some higher education teachers. The aim of this interview study (n = 8) was to investigate conceptions of SoTL and 10 perceived motivations, incentives, and barriers to SoTL engagement in a Norwegian context. Despite SoTL’s lack of direct resonation with the participants, they articulated conceptions that represented aspects of SoTL in different ways. They also underlined motivations and incentives such as improving student learning and 15 opportunities for career advancement , recognition, and barriers including limited time and knowledge, as well as lack of prestige and institutional valuing of SoTL. These insights may be of importance for academic developers supporting SoTL practitioners at their institutions and contribute to discussions on SoTL in an inter- 20 national context.

• Ferguson, Leila E. & Voss, Thamar (2026). (The Many) Ways to Study Teachers' Beliefs: A Scoping Review of Recent Measurement Approaches. In Gil, Michele G. & Fives, Helenrose (Ed.), International Handbook of Research on Teachers' Beliefs - 2nd Edition. Routledge. ISSN 9781032611426. p. 36–52. doi: 10.4324/9781003462217-4. Full text in Research Archive Show summary

  The goal of this scoping review is to provide a systematic overview of the approaches used to measure teacher beliefs. We focus on core beliefs about central pedagogical practices and constructs. A literature search across three databases (Web of Science, PsycINFO, ERIC) and a forward search identified 1,304 studies. After screening and quality checks, 251 studies were included in the final analysis. Most studies investigated in-service teachers (n = 160) rather than preservice teachers (n = 77), with wide variation in sample sizes and global representation from over 50 countries. STEM subjects dominated (n = 100), though a range of content areas was covered. Quantitative methods (n = 102) were most common, followed by qualitative (n = 94) and mixed methods (n = 55). Among studies using single measures, questionnaires were most frequent (n = 100). In studies using multiple methods (n = 105), combinations—especially of questionnaires and interviews—were common, with over 30 different combinations identified. While no consistent trend in the frequency was found over time, measurement approaches varied by region and subject area. European and Middle Eastern studies favored questionnaires, while interviews were more common in Australasia and Africa. Art subjects leaned toward vignettes, while language and life sciences showed the highest use of multiple approaches. The scoping review highlights increasing methodological diversity and a growing trend toward triangulation, indicating promising developments in capturing the complexity of teacher beliefs. We also provide some suggestions for future research based on the results of the review.

• Bubikova-Moan, Jarmila; Ferguson, Leila & Andresen, Anette (2026). The Concept of Critical Thinking in Teacher Education: A Systematic Review. Review of Educational Research. ISSN 0034-6543. p. 1–37. doi: 10.3102/00346543261438479. Full text in Research Archive Show summary

  This systematic review sheds light on the scientific landscape of critical thinking (CT) in teacher education (TED) by synthesizing how CT in TED has been investigated in terms of selected features of international scholarship on the topic and how CT has been conceptualized in this scholarship. Based on 208 included studies, our results show heterogeneity in targeted educa tional levels, school subjects, geography and adopted methodologies. A sharp increase in publication rates is also documented. We show further that conceptualizations nested in argumentation theory predominate. Often, scholars offer implicit definitions and use varied, related terminology, blur ring CT as a concept. Lastly, explicit clarifications on the role of disciplinary knowledge in CT are often absent. We argue for an emphasis on conceptual clarity in future scholarship on CT in TED, consider the implications of our findings and offer actionable proposals for theory and practice.

• Ferguson, Leila Eve (2025). Norwegian Higher Education Teachers' Beliefs About Teaching, Motivation, and Approaches to Researching and Developing Teaching. Frontiers in Education. 9. doi: 10.3389/feduc.2024.1452854. Full text in Research Archive
• Ferguson, Leila Eve; Ludvigsen, Kristine; Luimes, Maike & Siddiq, Fazilat (2024). UH-institusjoners arbeid med forskning på egen praksis: en casestudie. In Husebø, Dag; Ferguson, Leila Eve; Stalheim, Odd Rune; Erikson, Inger Carin; Isaksen, Karl Robert; Mavroudi, Anna & Wallin, Patric (Ed.), Det universitets- og høgskolepedagogiske vitenskapsområdet i Norge : fremvekst, grunnlagstenkning og "state of the art". Cappelen Damm Akademisk. ISSN 9788202860790. p. 215–238. doi: 10.23865/cdf.225.ch9. Full text in Research Archive
• Braasch, Jason L. G.; Anmarkrud, Øistein; Andresen, Anette; Ferguson, Leila Eve & Kardash, CarolAnne M. (2023). Beliefs about the Malleability of Working Memory Guide College Students’ Evaluations of Belief-Inconsistent and Belief-Consistent Journal Articles. Reading Psychology. ISSN 0270-2711. 44(6), p. 649–671. doi: 10.1080/02702711.2023.2179145. Full text in Research Archive Show summary

  One-hundred and twenty-two undergraduates completed a survey assessing beliefs that WM is a stable trait, or that it is quality that can be improved with skill training. They then read an authentic set of journal articles in a special issue, which discussed whether a program called CogMed is or is not effective in promoting WM functioning. Students evaluated the usefulness of the articles for understanding the issue and justified their decisions. Students believing that WM is malleable evaluated articles questioning CogMed’s effectiveness as less useful, and one recognizing its promise as more useful. They were also less likely to question the quality of methods used in pro-CogMed articles. Students believing that WM is a fixed trait, however, evaluated belief-inconsistent articles more critically as uninteresting, task-irrelevant, having poorer-quality argumentation, and having less trustworthy authors. Limitations and future directions of the current work are discussed.

• Ferguson, Leila Eve & Bråten, Ivar (2022). Unpacking pre-service teachers’ beliefs and reasoning about student ability, sources of teaching knowledge, and teacher-efficacy: A scenario-based approach. Frontiers in Education. 7. doi: 10.3389/feduc.2022.975105. Full text in Research Archive Show summary

  The beliefs teachers hold may provide information about their more or less evidence-informed reasoning about educational issues. However, gaining a clear picture of teachers’ beliefs has proven difficult. A promising line of inquiry uses scenario-based approaches to assess teachers’ enacted beliefs. Accordingly, we assessed 75 Norwegian pre-service teachers’ beliefs about student ability, sources of teaching knowledge, and teacher efficacy by analyzing their written responses to authentic classroom scenarios, with these responses also providing information about participants’ reasoning about the scenarios. While participants’ responses seemed to be evidence-informed in many ways, there were also indications of the opposite, such as limited consideration of educational research in pedagogical decision-making. The results contribute uniquely to an understanding of pre-service teachers’ beliefs and reasoning about educational issues. As such, they may help researchers and teacher educators to better understand the beliefs pre-service teachers hold, as well as to facilitate further development of these beliefs. Implications for future research and teacher education are discussed.

• Bråten, Ivar; Brandmo, Christian; Ferguson, Leila Eve & Strømsø, Helge Ivar (2022). Epistemic Justification in Multiple Document Literacy: A Refutation Text Intervention. Contemporary Educational Psychology. ISSN 0361-476X. 71, p. 1–19. doi: 10.1016/j.cedpsych.2022.102122. Full text in Research Archive Show summary

  This study investigated the effects of a refutation text intervention on Norwegian teacher education students’ (n = 150) beliefs about justification for knowing and their subsequent performance on a multiple document literacy task. Participants were randomly assigned to one of three conditions in which they read a refutation text that promoted the conception that an appropriate way to judge the trustworthiness of information about educational topics is to rely on personal understanding and practical experience, the expertise of the author, or comparison of multiple sources. Results showed that participants’ beliefs about epistemic justification were strongly influenced by the intervention. Beyond effects on self-reported justification beliefs, effects on participants’ selection of documents varying in terms of the expertise of the author and the stance toward the issue discussed across the documents were observed, as well as effects on how participants justified their document selections, processed the selected documents, and finally used them in their written task products. As such, the effects of the intervention targeting beliefs about epistemic justification transferred to various stages of the multiple document task.

• Ferguson, Leila Eve; Bråten, Ivar; Jensen, Magne Skibsted & Andreassen, Ulf Rune (2022). A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers’ Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice. Journal of Teacher Education. ISSN 0022-4871. 74(1), p. 55–68. doi: 10.1177/00224871221105813. Full text in Research Archive Show summary

  We set out to investigate preservice teachers’ beliefs about sources of teaching knowledge and their motivation to learn from practice and theory in teacher education in a longitudinal study (n = 96, at the beginning of the study). Participants placed more trust in experiential knowledge sources compared with formalized sources and participants’ beliefs about sources of teaching knowledge generally predicted their motivation to learn from different sources. Quantitative results were further supported and elaborated by qualitative interview data that suggested development of preservice teachers’ beliefs about sources of teaching knowledge and their understanding of the relation between theoretical and practical knowledge over time. The findings extend existing literature by providing a window on how (preservice) teachers may articulate their views about sources of teaching knowledge and relations between theory and practice, with expected consequences for teaching practice. Implications for teacher educators’ practice are also discussed.

• Brownleee, Jo Lunn; Ferguson, Leila Eve; Scholes, Laura; McDonald, Sarah; Stahl, Garth & Comber, Barbara [Show all 7 contributors for this article] (2021). Middle school students’ science epistemic beliefs – Implications for measurement. International Journal of Educational Research. ISSN 0883-0355. 105. doi: 10.1016/j.ijer.2020.101719. Full text in Research Archive
• Froud, Robert; Hakestad-Hansen, Solveig; Ruud, Hans-Kristian; Foss, Jonathan; Ferguson, Leila Eve & Fredriksen, Per Morten (2021). Relative Performance of Machine Learning and Linear Regression in Predicting Quality of Life and Academic Performance of School Children in Norway: Data Analysis of a Quasi-Experimental Study. Journal of Medical Internet Research (JMIR). ISSN 1439-4456. 23(7). doi: 10.2196/22021. Full text in Research Archive
• Ferguson, Leila Eve (2021). Evidence-informed teaching and practice-informed research. Zeitschrift für pädagogische Psychologie. ISSN 1010-0652. 35(2-3), p. 199–208. doi: 10.1024/1010-0652/a000310. Full text in Research Archive Show summary

  In this commentary, I seek to join the ongoing conversation about evidence-informed educational practice that has been threaded through this special issue. I do so by drawing on related insights from the fields of teachers' beliefs and epistemic cognition and considering the roles of teacher education and educational research in improving (preservice) teachers' use of educational research. In particular, I focus on the merits of explicit research-based practice in teacher educators' teaching and ways that they can encourage preservice teachers' interactions with educational research in class, and methods of changing the beliefs that may underlie (preservice) teachers' engagement with educational research evidence, and finally, the need for clearly communicated research, including details of implementation.

• Sand, Lotte Furuvik & Ferguson, Leila Eve (2020). Slik får du mest ut av digitale kurs. Dagens Perspektiv. ISSN 2535-6801. p. 32–32. Full text in Research Archive
• Ferguson, Leila Eve (2020). Teacher Beliefs in Higher Education. Læring om læring. ISSN 2535-4108. 4(1). Full text in Research Archive Show summary

  Higher education teachers’ beliefs about knowledge (epistemic beliefs) likely influence their practice. In this paper I present relevant literature and tentative findings from a small exploratory pilot study on teachers’ beliefs about evaluating information about education from the internet, suggesting that they value personal sources of knowledge more than they appreciate the need to critically evaluate claims considering multiple informational sources about education. Though based on a small sample (N = 11), these findings align with literature on teacher beliefs that forwards the idea that higher education teachers’ epistemic beliefs are based on prior experiences. In light of this tentative finding, as well as intervention research on epistemic beliefs, I present proposed features of an intervention to encourage belief changes in teachers at the tertiary level that are enrolled in educational training programs. Intervention components include having teachers engage in reflection on existing epistemic beliefs and implications for practice, as well as encouraging them to act in accordance with their research-based beliefs in their daily practice. Given the size of this study and its building on research at the primary and secondary levels, as well as some research from higher education, the paper should be seen as a tentative suggestion for future intervention research.

• Ferguson, Leila Eve & Krange, Ingeborg (2020). Hvordan fremme kritisk tenkning i grunnskolen? Forskningsbaserte forslag. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 104(2), p. 194–205. doi: 10.18261/issn.1504-2987-2020-02-09. Full text in Research Archive Show summary

  Despite focus on critical thinking as a necessary skill, few have suggested specific ways for teachers to support its development in Norwegian school pupils. We address this challenge: We first suggest a theoretical framework for understanding critical thinking’s central components, then we present recent research that forms the basis for suggestions for how critical thinking can be promoted in primary and secondary school. Our focus is on argumentation, strategic source evaluation and views of knowledge. Based on this review we identify implications for teachers’ practice.

• Ferguson, Leila Eve & Bubikova-Moan, Jarmila (2019). Argumentation as a pathway to critical thinking. In Garssen, Bart; Godden, David; Mitchell, Gordon R. & Wagemans, Jean H.M. (Ed.), Proceedings of the Ninth Conference of the International Society for the Study of Argumentation.. International Society for the Study of Argumentation. ISSN 9789090316369. p. 352–362. Full text in Research Archive Show summary

  Based on insights from the field of educational psychology, we designed and implemented an eightweek, small-scale intervention for first year university students in educational sciences. Critical thinking and argumentation skills were fostered through small-group classroom discussions. Tentative findings from focusgroup interviews suggested that students benefited from our approach. Theoretical and educational implications are also presented.

• Ferguson, Leila Eve & Bråten, Ivar (2018). Student teachers' beliefs about learning, teaching, and teaching knowledge: A qualitative study. Teacher Education & Practice. ISSN 0890-6459. 31(3), p. 348–365. Full text in Research Archive
• Ferguson, Leila Eve & Brownlee, Jo Lunn (2018). An Investigation of Preservice Teachers’ Beliefs about the Certainty of Teaching Knowledge. Australian Journal of Teacher Education. ISSN 0313-5373. 43(1), p. 94–111. doi: 10.14221/ajte.2018v43n1.6. Full text in Research Archive
• Brownlee, Jo Lunn; Ferguson, Leila Eve & Ryan, Mary (2017). Changing Teachers’ Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity. Educational Psychologist. ISSN 0046-1520. 52(4), p. 242–252. doi: 10.1080/00461520.2017.1333430. Full text in Research Archive Show summary

  There is increasing evidence to show that teachers’ epistemic cognition is related to how they conceive of and engage in teaching; therefore it is important that teachers develop adaptive epistemic cognition. This article provides an overview of the different ways of theorizing and investigating changes in epistemic cognition for teaching and learning. A growing body of research shows that explicit reflection on epistemic cognition may be a useful way to promote change. Drawing on the work of Lunn Brownlee and Schraw (in press) and the Advanced Study Colloquium (Cyprus ASC, 2015) group described in the introduction to this Special Issue, we extend the concept of explicit reflection to encompass reflexive thinking. Reflexivity involves critical thinking that evaluates multiple perspectives in context and leads to specific action in the classroom. The 3R-EC Framework (Reflection, Reflexivity and Resolved Action for Epistemic Cognition) for theorising change in epistemic cognition is described and exemplified in the contexts of classroom practice and teachers’ professional learning. The final version of this research has been published Educational Psychologist. © Taylor & Francis.

• Ferguson, Caleb; DiGiacomo, Michelle; Gholizadeh, Leila; Ferguson, Leila Eve & Hickman, Louise D. (2017). The integration and evaluation of a social-media facilitated journal club to enhance the student learning experience of evidence-based practice: A case study. Nurse Education Today. ISSN 0260-6917. 48, p. 123–128. doi: 10.1016/j.nedt.2016.10.002. Full text in Research Archive Show summary

  Introduction: Nurses are required to interpret and apply knowledge so communities will receive care based on best available evidence, as opposed to care that is simply based on tradition or authority. Fostering nursing students' critical appraisal skills will assist in their capacity to engage with, interpret and use best evidence. Journal clubs are frequently used approach to engage learners with research and develop critical appraisal skills. Given new flipped and blended approaches to teaching and learning there is need to rejuvenate how research is utilised and integrated within journal clubs to maximise engagement and translation of evidence. Purpose: This paper provides a case study of a single site Australian university experience of transitioning a traditional physical journal club, to a social media-facilitated club within a postgraduate health subject to stimulate and facilitate engagement with the chosen manuscripts. Implications for Nursing and Conclusion: Social media-facilitated journal clubs offer an efficient way to continue developing critical appraisal skills in nursing students. The integration of a social media-facilitated journal clubs increased student attention, engagement with presented activities and overall student satisfaction within this evidence-based practice subject. Future rigorously-designed, large-scale studies are required to evaluate the impact of online journal clubs on the uptake of evidence-based practice, including those resulting in improved patient outcomes

• Bråten, Ivar; Strømsø, Helge Ivar & Ferguson, Leila Eve (2016). The role of epistemic beliefs in the comprehension of single and multiple texts. In Afflerbach, Peter (Eds.), Handbook of individual differences in reading. Reader, text, and context.. Routledge. ISSN 9780415658881. p. 67–79. doi: 10.1080/00461520.2011.538647. Full text in Research Archive
• Strømsø, Helge Ivar; Bråten, Ivar; Anmarkrud, Øistein & Ferguson, Leila Eve (2016). Beliefs about justification for knowing when ethnic majority and ethnic minority students read multiple conflicting documents. Educational Psychology. ISSN 0144-3410. 36(4), p. 638–657. doi: 10.1080/01443410.2014.920080. Full text in Research Archive
• Bråten, Ivar & Ferguson, Leila Eve (2015). Beliefs about sources of knowledge predict motivation for learning in teacher education. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 50, p. 13–23. doi: 10.1016/j.tate.2015.04.003. Full text in Research Archive
• Ferguson, Leila Eve (2015). Epistemic beliefs and their relation to multiple-text comprehension: A Norwegian program of research. Scandinavian Journal of Educational Research. ISSN 0031-3831. 59(6), p. 731–752. doi: 10.1080/00313831.2014.971863. Full text in Research Archive Show summary

  Nowadays, students are required to use multiple information sources to complete tasks, both in and out of school. The beliefs that students hold about knowledge and knowing – their epistemic beliefs – have been linked to successful integration of information across multiple texts. Framed by literature on epistemic belief research from an educational psychology perspective, this article reviews a recent Norwegian program of research on students' epistemic beliefs. The research has implications for educational research and practice that are discussed. This is an Accepted Manuscript of an article published by Taylor & Francis in Scandinavian Journal of Educational Research on 11 Nov 2014, available online: http://wwww.tandfonline.com/10.1080/00313831.2014.971863.

• Bråten, Ivar; Braasch, Jason; Strømsø, Helge Ivar & Ferguson, Leila Eve (2015). Establishing Trustworthiness when Students Read Multiple Documents Containing Conflicting Scientific Evidence. Reading Psychology. ISSN 0270-2711. 36(4), p. 315–349. doi: 10.1080/02702711.2013.864362. Full text in Research Archive
• Bråten, Ivar; Ferguson, Leila Eve; Strømsø, Helge Ivar & Anmarkrud, Øistein (2014). Students working with multiple conflicting documents on a scientific issue: Relations between epistemic cognition while reading and sourcing and argumentation in essays. British Journal of Educational Psychology. ISSN 0007-0998. 84(1), p. 58–85. doi: 10.1111/bjep.12005. Full text in Research Archive
• Bråten, Ivar; Ferguson, Leila Eve; Anmarkrud, Øistein; Strømsø, Helge Ivar & Brandmo, Christian (2014). Modeling relations between students' justification for knowing beliefs in science, motivation for understanding what they read in science, and science achievement. International Journal of Educational Research. ISSN 0883-0355. 66, p. 1–12. doi: 10.1016/j.ijer.2014.01.004. Full text in Research Archive
• Bråten, Ivar & Ferguson, Leila Eve (2014). Investigating cognitive capacity, personality, and epistemic beliefs in relation to science achievement. Learning and Individual Differences. ISSN 1041-6080. 36, p. 124–130. doi: 10.1016/j.lindif.2014.10.003. Full text in Research Archive
• Bråten, Ivar; Ferguson, Leila Eve; Anmarkrud, Øistein & Strømsø, Helge Ivar (2013). Prediction of learning and comprehension when adolescents read multiple texts: the roles of word-level processing, strategic approach, and reading motivation. Reading and writing. ISSN 0922-4777. 26(3), p. 321–348. doi: 10.1007/s11145-012-9371-x. Full text in Research Archive
• Braasch, Jason; Bråten, Ivar; Strømsø, Helge Ivar; Anmarkrud, Øistein & Ferguson, Leila Eve (2013). Promoting secondary school students' evaluation of source features of multiple documents. Contemporary Educational Psychology. ISSN 0361-476X. 38, p. 180–195. doi: 10.1016/j.cedpsych.2013.03.003. Full text in Research Archive
• Bråten, Ivar; Ferguson, Leila Eve; Strømsø, Helge Ivar & Anmarkrud, Øistein (2013). Justification beliefs and multiple-documents comprehension. European Journal of Psychology of Education (EJPE). ISSN 0256-2928. 28(3), p. 879–902. doi: 10.1007/s10212-012-0145-2. Full text in Research Archive

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• Husebø, Dag; Ferguson, Leila Eve; Stalheim, Odd Rune; Erikson, Inger Carin; Isaksen, Karl Robert & Mavroudi, Anna [Show all 7 contributors for this article] (2024). Det universitets- og høgskolepedagogiske vitenskapsområdet i Norge : fremvekst, grunnlagstenkning og "state of the art". Cappelen Damm Akademisk. ISBN 9788202860790. 441 p. Full text in Research Archive

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• Ferguson, Leila & Fossland, Trine (2026). Pracademic PhD candidates: Implications for supervisory practices in a Nordic context. doi: https:/www.slu.se/contentassets/09885292525247ae97f47a604cbf7e0d/book-of-abstracts-cophs-2026_28-sept.pdf. Full text in Research Archive Show summary

  Across the Nordic region, mergers and revised accreditation regimes have expanded the number of “new” and prospective universities and intensified the demand for staff with PhDs (Norwegian Ministry of Education and Research, 2026; Skauge, 2018). Concurrently, doctoral cohorts are diversifying to include non-traditional candidates including pracademics—professionals who straddle professional settings and academia (Hunter & Carr, 2023; Posner, 2009). These candidates often carry heavy teaching loads, have limited research experience, and, without a PhD, may struggle for recognition from research-focused colleagues (Ferguson et al., 2026). Young universities may have limited research infrastructure and fewer supervisors experienced in supporting non-traditional trajectories and practice based inquiry. Accumulatively, such conditions can impede progress, contribute to fragmented academic identities and impostor syndrome, and reduced well-being in pracademic doctoral candidates. This stop and share presentation invites discussions about how institutions and supervisors can better support non-traditional Ph.D. candidates. Drawing on empirical examples based on narratives from Norway and inviting further Nordic perspectives, we will briefly map challenges and share promising practices, including supervisory teams that bridge practice and research; co-supervision across institutions and industry; recognition and assessment of professional knowledge within doctoral work; cohort-based supports and writing groups; and workload models that protect research time. We will situate these within holistic and relational supervisory approaches (Manathunga, 2005). The aim of the session is for participants to co-create actionable guidelines for supervisors of pracademic PhD candidates that may translate to feasible institutional goals transferrable across Nordic contexts.

• Ferguson, Leila; Braathen, Kaja; Tran, Kim; Wilkinson, James & Manen, Niels van (2026). Gjensidig utvikling av prakademikere og UH-pedagoger gjennom EuroSoTL-samarbeid. doi: https:/www.uia.no/arrangementer/uhped2026.html. Full text in Research Archive Show summary

  Det endrede landskapet i høyere utdanning med økt vekt på arbeidslivsrelevans, yrkesrettet kompetanse og akademisering av tradisjonelle profesjonsutdanninger, har ført til at flere med profesjonelle bakgrunn underviser i sektoren – såkalte pracademics. Andre utviklingstrekk er økt fokus på studenters læring og utvikling av kollegafellesskaper der læring og undervisning diskuteres, inkludert et Scholarship of Teaching and Learning (SoTL) fokus. For UH-pedagoger betyr slike endringer at de møter mer heterogene deltakergrupper enn tidligere, noe som skaper behov for nye tilnærminger til pedagogisk utviklingsarbeid (academic development). Denne studien undersøker en relasjonell og samarbeidsbasert tilnærming som støttet læring og utvikling både hos pracademics og UH-pedagoger. I presentasjonen vil vi beskrive erfaringene våre som deltakere i en ettårig samarbeidsbasert skrivegruppe initiert av EuroSoTL-miljøet. Arbeidet var basert på prinsipper om respektfull, åpen kommunikasjon, likeverdig deltakelse og gjensidig tillit. Gjennom felles lesing, diskusjon av sentrale SoTL-begreper, og skriving og analyse av Scholarly Personal Narratives, bygde vi et felles grunnlag for refleksjon og faglig utvikling. Studien viser hvordan et slikt samarbeid kan bidra til økt forståelse for ulike identiteter og praksiser i høyere utdanning, og vi foreslår at en slik relasjonell modell kan ha potensial til å gi økt kunnskap om både SoTL og UH-pedagogikk.

• Luimes, Maike & Ferguson, Leila (2025). Slik kan du forske på egen undervisning. Full text in Research Archive Show summary

  Forskning på egen undervisning gir innsikt i hva som faktisk virker – og hvorfor.

• Ferguson, Leila (2025). Teacher beliefs in higher education - a work in progress. doi: https:/uib.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=a9579d22-5ad8-479a-9dd6-b2eb009bb91c. Full text in Research Archive
• Ferguson, Leila; Andresen, Anette; Heimdal, Thea Kanstad & Skåland, Gro (2025). Critical source evaluation in higher education teachers. Full text in Research Archive Show summary

  Higher education (HE) teachers with varied backgrounds are increasingly expected to systematically develop their teaching practices using quality evidence. This necessitates critical comprehension and use of educational research for teachers without a background in the field of education. Extant research on critical source evaluation has mainly focused on students, with some preliminary findings also recognising the need for a focus on HE teachers. The outlined research is an investigation into HE teachers’ competence in critical source evaluation and use of educational research literature to develop teaching. Using think aloud methodology to assess participants’ (n = 24) approaches to educational literature on a teaching innovation, and working with practitioners to further develop interventions, the current project aims to assess and improve HE teachers’ critical source evaluation of educational research, with the long-term goals of scaling up and studying actual practices. At the roundtable, we will present and discuss preliminary results and aim to further develop a large-scale intervention.

• Ferguson, Leila & SPEED, Research Group (2025). The State of SoTL: A Systematic Review of Norwegian Scholarship of Teaching and Learning (SoTL) Publications. Full text in Research Archive
• Ferguson, Leila Eve & Voss, Thamar (2025). The (many) ways to study teachers’ beliefs: A scoping review of recent measurement approaches. Full text in Research Archive
• Bubikova-Moan, Jarmila; Ferguson, Leila Eve & Andresen, Anette (2024). Thinking critically about critical thinking in teacher education. Full text in Research Archive
• Ferguson, Leila Eve (2024). Norwegian higher education teachers’ beliefs about teaching and research on teaching. Full text in Research Archive
• Wallin, Patric; Husebø, Dag; Ferguson, Leila Eve; Stalheim, Odd Rune; Erikson, Inger Carin & Isaksen, Robert [Show all 7 contributors for this article] (2024). Avslutningskommentar. In Husebø, Dag; Ferguson, Leila Eve; Stalheim, Odd Rune; Erikson, Inger Carin; Isaksen, Karl Robert; Mavroudi, Anna & Wallin, Patric (Ed.), Det universitets- og høgskolepedagogiske vitenskapsområdet i Norge : fremvekst, grunnlagstenkning og "state of the art". Cappelen Damm Akademisk. ISSN 9788202860790. p. 437–441. Full text in Research Archive
• Ferguson, Leila Eve; Husebø, Dag; Stalheim, Odd Rune; Erikson, Inger Carin; Isaksen, Robert & Mavroudi, Anna [Show all 7 contributors for this article] (2024). Innledning. In Husebø, Dag; Ferguson, Leila Eve; Stalheim, Odd Rune; Erikson, Inger Carin; Isaksen, Karl Robert; Mavroudi, Anna & Wallin, Patric (Ed.), Det universitets- og høgskolepedagogiske vitenskapsområdet i Norge : fremvekst, grunnlagstenkning og "state of the art". Cappelen Damm Akademisk. ISSN 9788202860790. p. 7–14. Full text in Research Archive
• Isaksen, Robert; Ferguson, Leila Eve; Steen-Utheim, Anna Therese & Husebø, Dag (2024). Leder Uniped nr. 2 2024. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 47(2), p. 89–90. doi: 10.18261/uniped.47.2.1. Full text in Research Archive
• Ferguson, Leila Eve & Luimes, Maike Kristina (2023). Teaching in higher education (THE project): Teacher beliefs about teaching and research on teaching in higher education. Full text in Research Archive
• Ferguson, Leila Eve (2023). Teaching is a profession in crisis. sciencenorway.no. Full text in Research Archive Show summary

  Teachers need help to regain pride, status and professionalism around the world. This article offers 5 steps to help teachers as well as students meet changing society.

• Brandmo, Christian; Bråten, Ivar; Ferguson, Leila Eve; Anmarkrud, Øistein & Strømsø, Helge Ivar (2023). Epistemic justification and interest as predictors of pre-service teachers' topic beliefs and knowledge. Full text in Research Archive
• Bubikova-Moan, Jarmila; Ferguson, Leila Eve & Andresen, Anette (2023). Critical thinking in teacher education: A systematic review. Full text in Research Archive
• Brandmo, Christian; Strømsø, Helge Ivar; Anmarkrud, Øistein; Ferguson, Leila Eve & Bråten, Ivar (2023). Epistemic Beliefs and Interest as Predictors of Student Teachers’ Attitudes towards Deep Learning. Full text in Research Archive
• Ferguson, Leila Eve & Bråten, Ivar (2023). Unpacking pre-service teachers’ beliefs and reasoning: A scenario-based approach. Full text in Research Archive
• Andresen, Anette; Braasch, Jason L. G.; Anmarkrud, Øistein; Ferguson, Leila Eve & Kardash, CarolAnne M. (2023). Beliefs about the Malleability of Working Memory Guide College Students’ Evaluations of Belief-Inconsistent and Belief-Consistent Journal Articles. Full text in Research Archive
• Ferguson, Leila Eve (2023). Teaching is a profession in crisis. Kunnskapsmagasinet Kristiania. Full text in Research Archive
• Wallin, Patric; Erikson, Inger Carin; Husebø, Dag; Ferguson, Leila Eve; Isaksen, Robert & Mavroudi, Anna [Show all 7 contributors for this article] (2022). Spenninger, nyanser og mangfold i universitets- og høgskole­pedagogikk. Full text in Research Archive
• Ferguson, Leila Eve (2022). 'Pausepraten: live' (S1E8) - Spesial-episode: Forskning på egen undervisning og pedagogisk praksis (m. Sigrid Gjøtterud og Leila Ferguson). Full text in Research Archive
• Ferguson, Leila Eve (2022). Åtte gode grunner til å forske på egen undervisning. Kunnskapsmagasinet Kristiania. Full text in Research Archive
• Bråten, Ivar; Brandmo, Christian; Ferguson, Leila Eve & Strømsø, Helge Ivar (2022). Beliefs about justification for knowing and the selection and processing of multiple documents: An intervention. Full text in Research Archive
• Ferguson, Leila Eve (2022). Åtte gode grunner til å forske på egen undervisning. Full text in Research Archive
• Ferguson, Leila Eve; Bubikova-Moan, Jarmila & Jensen, Magne Skibsted (2021). Critical Thinking in Norwegian Teacher Education (CT-TED). Full text in Research Archive
• Kiili, Carita Päivi Susanna; Brante, Eva Wennås & Ferguson, Leila Eve (2021). Kritisk lesing på Internett. In Grøver, Vibeke & Bråten, Ivar (Ed.), Leseforståelse i skolen: Utfordringer og muligheter.. Cappelen Damm Akademisk. ISSN 9788202650063. p. 113–129. Full text in Research Archive
• Ferguson, Leila Eve & Bubikova-Moan, Jarmila (2021). Teaching Discipline-Specific Critical Thinking Skills. Full text in Research Archive
• Bråten, Ivar; Brandmo, Christian; Ferguson, Leila Eve & Strømsø, Helge Ivar (2021). Epistemic justification in multiple documents literacy. Full text in Research Archive
• Ferguson, Leila Eve & Brownleee, Jo Lunn (2021). Teacher Beliefs and Epistemologies. Oxford Bibliographies in Education. doi: 10.1093/OBO/9780199756810-0276. Full text in Research Archive
• Ferguson, Leila Eve (2020). Teacher beliefs in higher education. Full text in Research Archive
• Ferguson, Leila Eve (2020). Fighting fake news. Kunnskapsmagasinet Kristiania. 1, p. 30–33. Full text in Research Archive
• Sand, Lotte Furuvik & Ferguson, Leila Eve (2020). Lær av de beste! Fem råd som hjelper deg til å studere smartere. Kunnskapsmagasinet Kristiania. Full text in Research Archive
• Ferguson, Leila Eve & Luimes, Maike Kristina (2020). Når undervisernes oppfatninger står i veien for bedre undervisning. Kunnskapsmagasinet Kristiania. Full text in Research Archive
• Ferguson, Leila Eve (2020). Slik lærer du barna dine å være kildekritiske. Full text in Research Archive
• Sand, Lotte Furuvik & Ferguson, Leila Eve (2020). Fem råd om smart digital læring. Kunnskapsmagasinet Kristiania. Full text in Research Archive
• Ferguson, Leila Eve & Luimes, Maike Kristina (2020). Når undervisernes oppfatninger står i veien for bedre undervisning. www.forskning.no. Full text in Research Archive
• Ferguson, Leila Eve (2020). Slik lærer du barna dine å være kildekritiske. Full text in Research Archive
• Ferguson, Leila Eve (2020). Sjekk kilden! Fire tips om god kildekritikk. Kunnskapsmagasinet Kristiania. Full text in Research Archive
• Ferguson, Leila Eve & Bubikova-Moan, Jarmila (2019). Kunsten å tenke kritisk. Forskning.no. ISSN 1891-635X. Full text in Research Archive
• Bubikova-Moan, Jarmila & Ferguson, Leila Eve (2019). An intervention on critical thinking through argumentation: findings and implications. Full text in Research Archive
• Ferguson, Leila Eve (2019). Qualitative assessment of change in (pre-service) teachers’ epistemic cognition. Full text in Research Archive
• Ferguson, Leila Eve (2019). Early career teachers’ beliefs about sources of teaching knowledge. Full text in Research Archive
• Lunn, Jo; Ferguson, Leila Eve; Stahl, Garth; Scholes, Laura; Comber, Barbara & McDonald, Sarah D. [Show all 7 contributors for this article] (2019). Exploring middle school children's science epistemic beliefs: Implications for measurement. Full text in Research Archive
• Ferguson, Leila Eve (2019). Preservice teachers' beliefs about teaching knowledge. Full text in Research Archive
• Ferguson, Leila Eve & Bubikova-Moan, Jarmila (2019). Kunsten å tenke kritisk. Kunnskapsmagasinet Kristiania. Full text in Research Archive
• Ferguson, Leila Eve (2018). My experience as a job seeker. Full text in Research Archive
• Krange, Ingeborg; Rasmussen, Ingvill; Ferguson, Leila Eve & Bakkene, Hildur (2018). Critical Literacy Skills: Exploring the Effect of Different Teaching Styles in High Schools History Education. Full text in Research Archive
• Ferguson, Leila Eve (2018). Exploring Development of Adaptive Epistemic Cognition in Preservice Teachers. Full text in Research Archive
• Ferguson, Leila Eve & Bubikova-Moan, Jarmila (2018). Argumentation as a pathway to critical thinking. Full text in Research Archive
• Ferguson, Leila Eve (2018). Discussant for JURE Symposium. Full text in Research Archive
• Brownlee, Jo Lunn; Ferguson, Leila Eve & Ryan, Mary (2017). Changing teachers' epistemic cognition: A new framework for epistemic reflexivity. Full text in Research Archive
• Ferguson, Leila Eve & Bråten, Ivar (2017). Espoused and enacted beliefs about intelligence and teaching among preservice teachers. Full text in Research Archive
• Ferguson, Leila Eve (2016). Investigating epistemic beliefs and written arguments in pre-service teachers. Full text in Research Archive
• Ferguson, Leila Eve & Brownlee, Jo Lunn (2016). Preservice teachers' beliefs about the stability of teaching knowledge. Full text in Research Archive
• Ferguson, Caleb; DiGiacomo, Michelle; Gholizadeh, Leila; Ferguson, Leila Eve & Hickman, Louise D. (2016). The integration and evaluation of a social-media facilitated journal club to enhance the student learning experience of evidence-based practice: a case study. Full text in Research Archive
• Rasmussen, Ingvill & Ferguson, Leila Eve (2016). Exploring the roles of teachers’ instructional activities and peer interactions in the development of critical literacy skills in history. Full text in Research Archive
• Ferguson, Leila Eve (2016). Making sense of multiple texts. Full text in Research Archive
• Kienhues, Dorothe; Ferguson, Leila Eve & Stahl, Elmar (2016). Diverging information and epistemic change. In Greene, Jeffrey A.; Sandoval, William A. & Bråten, Ivar (Ed.), Handbook of epistemic cognition. Routledge. ISSN 9781138013421. p. 318–330. Full text in Research Archive
• Ferguson, Leila Eve & Bråten, Ivar (2015). Beliefs about Sources of Knowledge Predict Motivation for Learning in Teacher Education. Full text in Research Archive
• Ferguson, Leila Eve (2015). Beliefs about sources of knowledge and motivation for learning in teacher education. Full text in Research Archive
• Ferguson, Leila Eve (2015). PIA-dagen inspirasjonsforedrag. Full text in Research Archive
• Bråten, Ivar; Strømsø, Helge Ivar & Ferguson, Leila Eve (2014). Students' epistemic beliefs and text comprehension: What we believe we know and what we believe we need to know. Full text in Research Archive
• Brandmo, Christian; Ferguson, Leila Eve; Elstad, Eyvind & Tiplic, Dijana (2014). New and Experienced Teachers’ Trust in Sources of Pedagogical Knowledge and Implications for Motivation. Full text in Research Archive
• Strømsø, Helge Ivar; Bråten, Ivar; Anmarkrud, Øistein & Ferguson, Leila Eve (2013). Beliefs About Justification for Knowing when Ethnic Majority and Ethnic Minority Students Read Multiple Conflicting Documents. Full text in Research Archive
• Ferguson, Leila Eve; Bråten, Ivar; Strømsø, Helge Ivar & Anmarkrud, Øistein (2013). Changes in student profiles of knowledge and epistemic beliefs when reading multiple conflicting texts. Full text in Research Archive
• Rasmussen, Ingvill; Gilje, Øystein; Ferguson, Leila Eve; Ingulfsen, Line & Bakkene, Hildur (2014). Kildearbeid, ideologier og oppgaveforståelse i historie: En casestudie i prosjektet ARK&APP, samfunnsfag, videregående. Universitetet i Oslo. ISSN 9788256970100. Full text in Research Archive
• Ferguson, Leila Eve (2013). Making sense ofmultiple texts: An investigation into epistemic beliefs and multiple-text comprehension when students read about controversial science topics. Akademika forlag. Full text in Research Archive

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