Anne Line Wittek

• Aref, Lara; Wittek, Anne Line & Stensaker, Bjørn (2026). The paradox of supervision - A study of students’ agentic opportunities. International Journal of Educational Research. ISSN 0883-0355. 141, s. 1–11. doi: 10.1016/j.ijer.2026.103130. Fulltekst i vitenarkiv Vis sammendrag

  The current study offers a framework for analysing systematic efforts to foster graduate student agency. The framework identifies key agentic opportunities during students’ research process. Based on qualitative interviews with graduate thesis supervisors in three very different cultural, social and institutional contexts, findings show considerable shared normative assumptions and taken-for-granted practices related to the supervision process as embedded in a research logic—despite attempts to structure and professionalise supervision as an educational process. A key feature in our data were the many opportunities that existed for students’ agency, the high level of flexibility shown by supervisors in the process and their willingness to be adaptive to student needs. In the discussion, a paradox related to supervision is identified, addressing how the qualities associated with developing student agency are inevitably linked to the quality risks of a less efficient and streamlined supervision process.

• Bastiansen, Sofie; Lange, Thomas de & Wittek, Anne Line (2025). Unpacking the problem: analysing interactions in a peer-group mentoring session. Scandinavian Journal of Educational Research. ISSN 0031-3831. s. 1–17. doi: 10.1080/00313831.2025.2492056. Fulltekst i vitenarkiv Vis sammendrag

  This article examines how postgraduate supervisors at a Norwegian university faculty engage in collaborative problem-solving during a peer group mentoring (PGM) conversation. Based on a detailed case study of one PGM session selected from 18 sessions observed over a year we unpack the conversational dynamics framed within a specific PGM model. Initial analysis of these sessions revealed a notable tendency wherein participants’ presented problems underwent substantial changes during the conversations. This tendency is documented in detail in the studied case. By employing interaction analysis and the concept of “communicative projects” we explore the conversation's purpose and the influence of the PGM activity type as a contextual factor. Drawing on dialogical theory, our analysis documents how PGM-conversations expand from single utterances to episodes of talk, as well as how these episodes relate to the social context. Findings suggest that the PGM model contributes significantly to participants’ engagement and productivity in the conversations.

• Lange, Thomas de & Wittek, Anne Line (2023). Experiences from the PeTS Project: What Lessons Have We Learned, and How Should We Proceed? Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. doi: 10.1007/978-3-031-37458-6_10. Fulltekst i vitenarkiv
• Lange, Thomas de & Wittek, Anne Line (2023). Analysing the Emergence of Trust in Peer Group Mentoring, Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. doi: 10.1007/978-3-031-37458-6_9. Fulltekst i vitenarkiv
• Wittek, Anne Line; Lange, Thomas de & Kirkevold, Marit (2023). Supervisors supporting supervisors in the context of higher education. Scandinavian Journal of Educational Research. ISSN 0031-3831. s. 1–1. doi: 10.1080/00313831.2023.2175239. Fulltekst i vitenarkiv Vis sammendrag

  This paper reports on a study investigating the implementation of peer support groups (PSGs) for the purpose of supervisor development in higher education. The context for the study is a national doctoral programme in Norway, where PSGs were introduced as an important part of measures aimed at the development of PhD supervisors. The aim of the PSGs was to establish forums for discussions of specific challenges that the supervisors faced in their supervision. Furthermore, our aim was to contribute to supervision development via meaning-making, problem-structuring and problem-solving. The supervisors discuss challenges from their own supervision practices according to a specific five-phase model. Using a combination of thematic analysis and interaction analysis, we found that the discussions enabled by the PSGs resulted in altered comprehensions of the challenging situations the supervisors faced, as well as thoroughly considered strategies with which to progress.

• Lange, Thomas de; Esterhazy, Rachelle & Wittek, Anne Line (2023). Peer Group Mentoring Among Faculty Staff in Higher Education, Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. doi: 10.1007/978-3-031-37458-6_1. Fulltekst i vitenarkiv
• Wittek, Anne Line (2023). Feedback in the Context of Peer Group Mentoring: A Theoretical Perspective, Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. s. 23–38. doi: 10.1007/978-3-031-37458-6_2. Fulltekst i vitenarkiv
• Bastiansen, Sofie & Wittek, Anne Line (2023). Problem-Based Peer Group Mentoring: A Tool for Faculty Development, Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. s. 131–154. doi: 10.1007/978-3-031-37458-6_8. Fulltekst i vitenarkiv
• Wittek, Anne Line; Kartzow, Marianne Bjelland & Hermansen, Hege (2023). Interactional Dynamics in Observation-Based Peer Group Mentoring. I Lange, Thomas de & Wittek, Anne Line (Red.), Faculty Peer Group Mentoring in Higher Education: Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 9783031374579. Fulltekst i vitenarkiv
• Lange, Thomas de; Wittek, Anne Line & Bjerknes, Audun (2022). Trust in Peers: Conditions of Trust in Faculty-Based Peer Review of Teaching in Norway. Higher Education Dynamics. ISSN 1571-0378. 57, s. 117–130. doi: 10.1007/978-3-030-87037-9_8. Fulltekst i vitenarkiv
• Mårtenson, Katarina & Wittek, Anne Line (2021). Kollegialitet som utvecklande kraft i hogre utbildning. I Wittek, Anne Line & Lange, Thomas de (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 211–219. Fulltekst i vitenarkiv
• Wittek, Anne Line & Bastiansen, Sofie (2021). "Problemrettet veiledning i gruppe" som verktøy til utvikling av veilederrollen. I Wittek, Anne Line & Lange, Thomas de (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 160–180. Fulltekst i vitenarkiv Vis sammendrag

  Ved Det humanistiske fakultet var planen å inkludere alle masterveiledere ved fakultetet i systematisk kollegaveiledning gjennom en femårsperiode. Tiltaket hadde som intensjon å etablere en holdning til veiledning som et felles ansvar i tillegg til å øke studentgjennomstrømningen. Opplegget tok utgangspunkt i cases som deltakerne selv erfarte som utfordrende i sin egen veiledning. Disse ble diskutert i henhold til en stramt strukturerende samtalemodell. De fleste av gruppene rapporterte stort utbytte av å jobbe sammen på denne måten, men det var også eksempler på at gruppeprosessene ikke fungerte. I kapittelet presenterer vi næranalyser av to utvalgte kollegaveiledningsøkter der siktemålet har vært å forstå mer av hva som skjer i samtalene. Analysene er gjort med utgangspunkt i teori om hvordan medierende redskaper både kan åpne og lukke for utvikling av felles kunnskapsutvikling og læring. Vi har også sett på hvordan motstand kan komme i veien for utbytterik kollegaveiledning. Avslutningsvis peker vi på hva vi kan lære av disse erfaringene med tanke på høyere utdanning som kontekst.

• Wittek, Anne Line; Kartzow, Marianne Bjelland & Hermansen, Hege (2021). Hva skjer i dialogene? Om samtaledynamikker i kollegaveiledning og potensial for læring. I Wittek, Anne Line & Lange, Thomas de (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 81–102. Fulltekst i vitenarkiv
• Wittek, Anne Line & Lange, Thomas de (2021). Action learning as means for supervisor development. I Lee, Anne & Bongaardt, Rob (Red.), The Future of Doctoral Research. Challenges and Opportunities. Routledge. ISSN 9780367858490. Fulltekst i vitenarkiv
• Esterhazy, Rachelle; Lange, Thomas de; Wittek, Anne Line & Bastiansen, Sofie (2021). Moving Beyond Peer Review of Teaching: A Conceptual Framework for Collegial Faculty Development. Review of Educational Research. ISSN 0034-6543. doi: 10.3102/0034654321990721. Fulltekst i vitenarkiv
• Wittek, Anne Line (2021). Feedback mellom kolleger - et teoretisk perspektiv. I Wittek, Anne Line & Lange, Thomas de (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 48–63. Fulltekst i vitenarkiv
• Esterhazy, Rachelle; Lange, Thomas de; Bastiansen, Sofie & Wittek, Anne Line (2021). Moving Beyond Peer Review of Teaching: A Conceptual Framework for Collegial Faculty Development. Review of Educational Research. ISSN 0034-6543. 91(2), s. 237–271. doi: 10.3102/0034654321990721. Fulltekst i vitenarkiv Vis sammendrag

  Over the past decades, peer review of teaching has become commonplace at many universities around the world. Though research on the topic is expanding, much of the literature is composed of qualitative studies that offer relevant empirical findings but often have limited foundations in theory. Using a framework synthesis approach, we synthesize the empirical findings of 48 qualitative articles on peer review of teaching into a comprehensive conceptual framework drawing on sociocultural perspectives of learning. We propose the term “collegial faculty development” (CFD) to encompass all practices that support faculty in developing their teaching quality by drawing on the expertise of their colleagues. Our framework conceptualizes the main elements of CFD and shows how different contextual, individual, and relational factors shape the way CFD unfolds. Based on these theoretical considerations, we discuss issues of intersubjectivity, materiality, and temporality as potential avenues for further research.

• Esterhazy, Rachelle; Lange, Thomas de; Wittek, Anne Line & Bastiansen, Siri Sofie Vasrud (2021). Kollegaveileding i høyere utdanning: Hva sier internasjonal forskning? I Wittek, Anne Line & Lange, Thomas de (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 27–47. Fulltekst i vitenarkiv
• Wittek, Anne Line & Lange, Thomas de (2021). En bok om kollegaveileding. I Wittek, Anne Line & Lange, Thomas de (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 13–26. Fulltekst i vitenarkiv
• Lange, Thomas de & Wittek, Anne Line (2021). Erfaringer fra PeTS-prosjektet: Hva har vi lært, og hvordan går vi videre? I Wittek, Anne Line & Lange, Thomas de (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 201–2010. Fulltekst i vitenarkiv
• Lange, Thomas de & Wittek, Anne Line (2021). Tillit - en 'bærebjelke' i kollegial veileding? I Wittek, Anne Line & Lange, Thomas de (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 181–203. Fulltekst i vitenarkiv
• Lange, Thomas de & Wittek, Anne Line (2020). Analysing the constitution of trust in peer-based teacher mentoring groups – a sociocultural perspective. Teaching in Higher Education. ISSN 1356-2517. s. 1–15. doi: 10.1080/13562517.2020.1724936. Fulltekst i vitenarkiv Vis sammendrag

  Trust is essential in any kind of peer-based mentoring. Taking a sociocultural view, this study focuses on how trust emerges relationally in a higher education context where colleagues observe and give feedback on one another’s teaching. The term peer mentoring refers here to a collaborative approach in which faculty staff observe and give feedback on one another’s teaching. The data in the study draw on video observations of and interviews with a four-member (senior faculty) peer group observed over a 5-month period. The analysis of the group interactions shows how the members made themselves vulnerable during peer review and reveals the implication of trust in this collaborative setting. The sociocultural perspective draws here attention to the key role of turn-taking rhythms in the interactions constituting the development of trust. This paper also discusses the significance of developing suitable conditions for trust when arranging peer-based review of teaching in higher education.

• Prøitz, Tine Sophie; Wittek, Anne Line & Lange, Thomas de (2020). Layers of Consistency in Study Programme Planning and Realization. I Elken, Mari; Maassen, Peter; Nerland, Monika; Prøitz, Tine Sophie; Stensaker, Bjørn & Vabø, Agnete (Red.), Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISSN 9783030417567. s. 79–96. doi: 10.1007/978-3-030-41757-4_5. Fulltekst i vitenarkiv
• Lange, Thomas de; Wittek, Anne Line & Fossland, Trine (2020). Plenary Teaching: Examining Opportunities for Student Involvement and Knowledge Exploration in Large Classroom-Settings. I Elken, Mari; Maassen, Peter; Nerland, Monika; Prøitz, Tine Sophie; Stensaker, Bjørn & Vabø, Agnete (Red.), Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISSN 9783030417567. s. 135–153. doi: 10.1007/978-3-030-41757-4_8. Fulltekst i vitenarkiv
• Eik, Liv Torunn; Lyberg, Anne Marit & Wittek, Anne Line (2020). Kollegaveiledning i "Teacher support teams": En egnet metode for profesjonskvalifisering for lærere i høyere utdanning? NORDVEI: Nordisk tidsskrift i veiledningspedagogikk. 5(e3041). doi: 10.15845/ntvp.v5i1.3041. Fulltekst i vitenarkiv Vis sammendrag

  Studien omhandler erfaringer med kollegaveiledning i «Teacher support teams» (TST) ved et norsk universitet. Hensikten var å undersøke om veiledning i slike team kan være en egnet metode for profesjonskvalifisering hos lærere i høyere utdanning. Forskningsspørsmålene er: Hvilke utfordringer og temaer blir tatt opp i teamene? Hvilket læringsutbytte rapporterer universitetslærerne fra sin deltakelse? Studien har et kvalitativt og utforskende design og bygger på fire fokusgruppeintervjuer med 16 deltakere fra to ulike fakulteter. Resultatene viser at arbeid i TST fører til kollektiv læring og mindre faglig isolasjon. Lærerne gir uttrykk for stort læringsutbytte. Deltakere i grupper på tvers av fakultetene er mest fornøyd. Studien konkluderer med at kollegial veiledning kan være en egnet metode for læreres profesjonskvalifisering og for kvalitetsutvikling i høyere utdanning og skape motvekt til den individuelle kulturen som ofte preger undervisningsarbeidet.

• Nordkvelle, Yngve Troye; Stalheim, Odd Rune; Fossland, Trine; Lange, Thomas de; Wittek, Anne Line & Nerland, Monika Bærøe (2020). Praksisnær undervisning med simulering og rollespill, Praksisnær undervisning – i praksis og teori. Cappelen Damm Akademisk. ISSN 9788202632588. s. 99–119. doi: 10.23865/noasp.94.ch6. Fulltekst i vitenarkiv Vis sammendrag

  Simulation in education involves creating situations that are similar to events, rituals and routines performed in the workplace – or in therapy, consultation, conflicts or similar situations. One recreates as many conditions as are necessary for the students to ‘live’ within what one imitates. Teachers instruct students and run the procedures as if they were ‘reality’. Some simulations, such as in nursing education, require expensive equipment and sophisticated use of ICT. Others can be set up as role-playing games with what one has at their disposal in terms of facilities. The article compares three cases of simulation that were closely examined in connection with a research project. The purpose was to find out if the students experienced this as good quality. The students’ ability to immerse themselves in the situation is of great importance for the benefit of the simulation. Most students find that the situations closely resemble real life and keep them engaged and alert. Teaching that explicitly tries to resemble reality is perceived as very educational.

• Prøitz, Tine Sophie & Wittek, Anne Line (2019). New directions in doctoral programmes: bridging tensions between theory and practice? Teaching in Higher Education. ISSN 1356-2517. s. 1–19. doi: 10.1080/13562517.2019.1577813. Fulltekst i vitenarkiv Vis sammendrag

  The development of new types of doctoral education in the last decades is part of a comprehensive trend in higher education. This trend has increased the number of research students, developed new markets, and consolidated links between research and practice. This article explores the experiences of candidates and supervisors in doctoral programmes in Sweden, Denmark, and Norway. The study draws on empirical information from interviews, survey data and document analysis. It shows how the new doctorates are heralded as instruments for strengthening the links between researchers and practitioners and between theory and practice. The study also displays how doctoral programmes are plagued by structural, organisational, and conceptual vagueness; tensions embedded in the theory-practice dimension are left to the candidates to be solved. This study discusses how these tensions may affect the professional identity formation of the candidates and its implications for the development of new directions in doctoral education

• Hontvedt, Magnus; Silseth, Kenneth & Wittek, Anne Line (2019). Professional Collaboration in Teacher Support Teams—A Study of Teacher and Nurse Educators’ Creative Problem-Solving in a Shared Space for Professional Development. Scandinavian Journal of Educational Research. ISSN 0031-3831. 65(2), s. 240–257. doi: 10.1080/00313831.2019.1665098. Fulltekst i vitenarkiv Vis sammendrag

  This paper reports on a study of Teacher Support Teams (TSTs) established to generate peer support and collaboration among teacher and nurse educators at a Norwegian university. In TST groups, educators share experiences from their own teaching practices and support one another in solving work-related problems. By the use of interaction analysis, three types of support were identified: (1) sharing solutions to teaching-related problems, (2) providing personal and emotional support and (3) creative problem-solving. The findings show that the participants’ dissimilar professional backgrounds and their positioning as “peers” rather than “experts” functioned as important drivers for creative problem-solving processes.

• Nordkvelle, Yngve Troye; Stalheim, Odd Rune; Fossland, Trine; Lange, Thomas de; Wittek, Anne Line & Nerland, Monika (2019). Simulating: Bridging the Gap Between Practice and Theory in Higher Professional Education. I Trimmer, Karen; Newman, Tara & Padró, Fernando (Red.), Ensuring Quality in Professional Education Volume I. Palgrave Macmillan. ISSN 9783030010959. s. 53–72. doi: 10.1007/978-3-030-01096-6_3. Fulltekst i vitenarkiv
• Wiig, Astrid Camilla; Wittek, Anne Line & Erstad, Ola (2018). Teachers, tools and accountable practices. Engaging with a wiki blog as a learning resource. Learning, Culture and Social Interaction. ISSN 2210-6561. 22, s. 1–13. doi: 10.1016/j.lcsi.2018.07.001. Fulltekst i vitenarkiv Vis sammendrag

  article employ the dimensions of Michaels, O’Connor, and Resnick’s (2008) accountable talk and Engle’s (2006) framing to analyse teacher’s framing as well as students negotiations and co-construction of knowing in practice. The case study that we report on explores how a teacher and students in a Norwegian lower secondary school negotiate and co-construct accountable ways of engaging with a wiki blog as a learning resource by drawing on everyday and informal experiences of students. Videorecorded sequences of an 8-week science project of using a collaborative wiki blog in school were conducted to interaction analysis.We found that when framing learning activities introduced as part of formal science teaching, but contextualized in relation to students experience outside-of-school, the teacher and students struggle to negotiate and co-construct accountable ways of engaging with the wiki blog as a learning resource. The introduction of a technical tool like wiki blog creates opportunities for collaboration, but also tensions in ways of renegotiating norms and expectations of accountable actions, objects and contributions in classroom activities for both teachers and students. Thus, the dynamics of framing and co-constructing in-situ displays how students’practices expand with new forms of accountability. Simultaneously, teacher’s dilemma of inviting new practices creates tensions within the institutional framing of schooling. The study contributes to understand how the layers of accountable practices in institutional contexts function as intermediaries in classroom interactions.

• Lange, Thomas de & Wittek, Anne Line (2018). Creating shared spaces: developing teaching through peer supervision. Mind, Culture, and Activity. ISSN 1074-9039. 25(4), s. 324–339. doi: 10.1080/10749039.2018.1544645. Fulltekst i vitenarkiv Vis sammendrag

  This article examines how university teachers from different disciplines and faculties collaborate by giving feedback on each other’s teaching. This collaborative activity, termed Peer Supervision Groups (PSG), is part of a faculty development course at a Norwegian university. Conceptually the study draws on activity theoretical notions of boundary crossing and boundary objects and is empirically based on observations of a PSG over a period of six months. The article examines how collaborative interactions about teaching across communities emerge in the PSG setting and how this arrangement can be improved for the benefit of developing teaching practices in higher education.

• Steen-Utheim, Anna Therese & Wittek, Anne Line (2017). Dialogic feedback and potentialities for student learning. Learning, Culture and Social Interaction. ISSN 2210-6561. 15, s. 18–30. doi: 10.1016/j.lcsi.2017.06.002. Fulltekst i vitenarkiv Vis sammendrag

  Dialogic approaches to feedback have been highlighted as important in re-conceptualizing the notion of feedback in higher education. However, this kind of claims has rarely been explored conceptually, and we know little about how dialogic feedback takes place when learners engage in feedback practices. The object of this study is two-fold; first we derive four dialogic dimensions from dialogic theory, and second we use these dimensions as an analytical framework to investigate feedback dialogues between a teacher and his students. For the purpose of in-depth investigation of the learning potential in dialogic feedback, we use interaction analysis. Based on the four theoretical dimensions merged with findings from our empirical case, we suggest an analytical model for the purpose of conceptualizing the distinctive features of dialogic feedback. The model holds four potentialities for student learning from dialogic feedback, which are; (a) emotional and relational support, (b) maintenance of the feedback dialogue, (c) opportunities for students to express themselves, and (d) the other's contribution to individual growth. We propose this model as an analytical tool for researchers in further investigation of learning potential in dialogic feedback in higher education contexts.

• Wittek, Anne Line; Solbrekke, Tone Dyrdal & Helstad, Kristin (2017). Med mappen som redskap i kampen om teksten. I Erixon, Per-Olof & Josephson, Olle (Red.), Kampen om texten: Eksamensarbetet i lärarutbildningen. Studentlitteratur AB. ISSN 9789144119304. s. 97–126. Fulltekst i vitenarkiv
• Helstad, Kristin; Solbrekke, Tone Dyrdal & Wittek, Anne Line (2017). Exploring teaching academic literacy in mathematics in teacher education. Education Inquiry. doi: 10.1080/20004508.2017.1389225. Fulltekst i vitenarkiv Vis sammendrag

  Living in complex knowledge societies requires citizens who master multiple literacies involving both cognitive and social skills. Thus, all individuals should be offered relevant educational opportunities and teachers capable of integrating subject expertise with relational aspects. This paper demonstrates a teaching design for mathematics that student teachers have indicated integrates both these dimensions. Drawing on theoretical perspectives that conceptualize academic literacy as a socially situated discourse practice, we investigate one teacher educator’s teaching design for mathematics. The evidence indicates that the teaching approaches in this design are highly student centered and process oriented. Student teachers report that the approach supports both individual and collective learning of the discipline of mathematics while also modeling how to teach mathematics as a school subject. The teaching design comprises varied and exploratory approaches to teaching mathematics and represents an alternative to more traditional mathematics pedagogy. In this way, the study contributes to an empirically informed understanding of how the goal of learning to master academic literacy may be facilitated by a varied repertoire of writing, reading, and oral activities. The study indicates challenges for traditional teaching and teacher education more broadly.

• Stensaker, Bjørn; Vaart, Rob Van der; Solbrekke, Tone Dyrdal & Wittek, Anne Line (2017). The expansion of academic development: The challenges of organizational coordination and collaboration. I Stensaker, Bjørn; Bilbow, Grahame; Breslow, Lori & Vaart, Rob Van der (Red.), Strengthening teaching and learning in research universities. Strategies and initatives for institutional change.. Palgrave Macmillan. ISSN 9783319564982. s. 19–42. doi: 10.1007/978-3-319-56499-9_2. Fulltekst i vitenarkiv
• Solbrekke, Tone Dyrdal; Wittek, Anne Line & Helstad, Kristin (2017). Læringsbaner og profesjonsidentitet. I Erixon, Per-Olof & Josephson, Olle (Red.), Kampen om texten: Eksamensarbetet i lärarutbildningen. Studentlitteratur AB. ISSN 9789144119304. s. 171–188. Fulltekst i vitenarkiv
• Wittek, Anne Line; Solbrekke, Tone Dyrdal & Helstad, Kristin (2017). "You Learn How to Write from Doing the Writing, But You also Learn the Subject and the Ways of Reasoning". Outlines : Critical Social Studies. ISSN 1399-5510. 18(1), s. 81–108. Fulltekst i vitenarkiv Vis sammendrag

  The research question addressed in this paper is: How do the activities of writing mediate knowledge of writing, disciplinary knowledge, and professional knowledge as intertwined sites of learning? To conceptualise the role that writing can take in these complex processes, we apply an analytical framework comprising two core concepts; mediation and learning trajectories. We draw on an empirical study from the context of initial teacher education in Norway. From our analysis, we identify three qualities of writing as important. First, the writing process should include responding to and sharing drafts. Other important qualities include high teacher expectations and continuous reflection. From the perspective adopted here, learning is understood to be distributed and situated. In particular, in situated cultural contexts, collaborative writing can become a significant mediational tool for learning. Initial teacher education seeks to prepare the student teacher for a highly complex professional competency, developing both professionally and in individual subjects. To do so, students must transform social structures and the tools embedded in practices into psychological tools. We contend that writing is one significant tool in moving through complex trajectories of learning towards becoming professional teachers.

• Thompson, Ian & Wittek, Anne Line (2016). Writing as a Mediational Tool for Learning in the Collaborative Composition of Texts. Learning, Culture and Social Interaction. ISSN 2210-6561. 11, s. 85–96. doi: 10.1016/j.lcsi.2016.05.004. Fulltekst i vitenarkiv
• Wittek, Anne Line (2016). Processes of Writing as mediational tools in Higher Education. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2016.1258664. Fulltekst i vitenarkiv
• Wittek, Anne Line & Brandmo, Christian (2016). Om undervisning og læring. I Strømsø, Helge Ivar; Lycke, Kirsten Hofgaard & Lauvås, Per (Red.), Når læring er det viktigste. Undervisning i høyere utdanning.. Cappelen Damm Akademisk. ISSN 9788202527280. s. 20–39. Fulltekst i vitenarkiv
• Wittek, Anne Line (2016). Processes of Writing as Mediational Tool in Higher Education. Scandinavian Journal of Educational Research. ISSN 0031-3831. 62(3), s. 444–460. doi: 10.1080/00313831.2016.1258664. Fulltekst i vitenarkiv
• Wittek, Anne Line; Askeland, Norunn & Aamotsbakken, Bente (2015). Learning from and about writing: A case study of the learning trajectories of student teachers. Learning, Culture and Social Interaction. ISSN 2210-6561. 6, s. 16–28. doi: 10.1016/j.lcsi.2015.02.001. Fulltekst i vitenarkiv Vis sammendrag

  Writing is an elaborate performance that connects student teachers' learning trajectories with their associated professional and disciplinary cultures. In this article, we highlight the role of writing in two related aspects: how writing works as a learning tool for a group of students in an educational training programme and how they plan to use writing in their own classrooms as future mother tongue teachers. To unpack the complexity of student learning regarding writing, we need to take into account the institutional relationships of authority that surround students' trajectories and how they mediate learning. Our theoretical approach holds three elements as central. The first is the concept of personal trajectories of learning (Dreier, 1999), which addresses students' processes of meaning-making as they participate in different writing activities, elaborate, learn, and position themselves. The second element is the concept of mediation (Wertsch, 2007), which refers to how contextual resources mediate collective and individual processes of learning and how these constitute opportunities and affordances for meaning-making. The third element in our analytical framework is a typology developed by Graue (2006), which suggests four different metaphors of writing. We argue that our analytical approach is proper for the purpose of investigating the complexity of student trajectories of learning from and about writing. Our empirical findings show that some resources explicitly and intentionally introduced to the students had little impact on their trajectories of learning. We argue that students benefit from writing in different genres, for the purpose of reporting as well as for interpretation and constitution. The final assessment has a particularly great impact on students' conceptualisations of writing. By deciding what counts for the final exam, important signals are given about the institutional relationships of authority; these are signals that act as a crucial mediational resource in the processes of learning.

• Wittek, Anne Line (2015). Betydningen av refleksjon i høyere utdanning - Lederartikkel nr. 2, 2015. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 8(2), s. 110–111. doi: 10.18261/issn.1893-8981-2017-02-01. Fulltekst i vitenarkiv
• Wittek, Anne Line (2015). Ti år etter kvalitetsreformen - ingen økning i studiegjennomføringen - Lederartikkel nr. 3, 2015. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. s. 160–163. doi: 10.18261/issn.1893-8981-01. Fulltekst i vitenarkiv
• Wittek, Anne Line (2014). Sosiokulturelle tilnærminger til læring. I Wittek, Line & Stray, Janicke Heldal (Red.), Pedagogikk - en grunnbok. Cappelen Damm Akademisk. ISSN 9788202414245. s. 133–148. Fulltekst i vitenarkiv
• Lange, Thomas de & Wittek, Anne Line (2014). Research Genres as Knowledge Practices: Experiences in Writing Doctoral Dissertations in Different Formats. Journal of Educational Public Relations. ISSN 0741-3653. 35(3), s. 383–401. doi: 10.3138/jspr.35.3.383. Fulltekst i vitenarkiv
• Wittek, Anne Line (2014). Learning from experience as a continual process : a Norwegian case study. I Ellis, Vivian Thomas & Orchard, Janet (Red.), Learning teaching from experience : multiple perspectives and international contexts. Bloomsbury Academic. ISSN 9781472512987. s. 175–190. doi: 10.5040/9781472593313.ch-011. Fulltekst i vitenarkiv
• Wittek, Anne Line (2014). Arven fra Vygotsky. I Wittek, Line & Stray, Janicke Heldal (Red.), Pedagogikk - en grunnbok. Cappelen Damm Akademisk. ISSN 9788202414245. s. 286–300. Fulltekst i vitenarkiv

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• Wittek, Anne Line (2025). Supervision in Higher Education: A Research Ethics Perspective. Emerald Group Publishing Limited. ISBN 9781835490969. doi: 10.1108/978-1-83549-093-8. Fulltekst i vitenarkiv
• Wittek, Anne Line (2025). Veiledning i høyere utdanning - et forskningsetisk perspektiv. Cappelen Damm Akademisk. ISBN 9788202819767. 150 s. doi: https:/www.cappelendamm.no/boker/veiledning-i-hoyere-utdanning-line-wittek-9788202819767. Fulltekst i vitenarkiv
• Lange, Thomas de & Wittek, Anne Line (2023). Faculty Peer Group Mentoring in Higher Education - Developing Collegiality through Organised Supportive Collaboration. Springer. ISBN 9783031374579. doi: 10.1007/978-3-031-37458-6. Fulltekst i vitenarkiv
• Lange, Thomas de & Wittek, Anne Line (2023). Faculty Peer Group Mentoring in Higher Education: Developing Collegiality through Organised Supportive Collaboration. Springer. ISBN 9783031374579. 222 s. Fulltekst i vitenarkiv
• Wittek, Anne Line & Lange, Thomas de (2021). Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISBN 9788215048420. 232 s. Fulltekst i vitenarkiv
• Wittek, Anne Line (2018). Identitet som lærer. Cappelen Damm Akademisk. ISBN 9788202533328. 184 s. Fulltekst i vitenarkiv
• Wittek, Line & Stray, Janicke Heldal (2014). Pedagogikk - en grunnbok. Cappelen Damm Akademisk. ISBN 9788202414245. 683 s. Fulltekst i vitenarkiv
• Wittek, Anne Line & Bratholm, Berit (2014). Læringsbaner : om lærernes læring og praksis. Cappelen Damm Akademisk. ISBN 9788202405915. 146 s. Fulltekst i vitenarkiv

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• Strømsø, Helge Ivar & Wittek, Anne Line (2024). Teoretiske byggesteiner i universitetspedagogikken. I Husebø, Dag; Ferguson, Leila Eve; Stalheim, Odd Rune; Erikson, Inger Carin; Isaksen, Karl Robert; Mavroudi, Anna & Wallin, Patric (Red.), Det universitets- og høgskolepedagogiske vitenskapsområdet i Norge : fremvekst, grunnlagstenkning og "state of the art". Cappelen Damm Akademisk. ISSN 9788202860790. s. 55–73. doi: 10.23865/cdf.225.ch3. Fulltekst i vitenarkiv
• Wittek, Anne Line (2024). What do we know about collegial sparring (Peer Group Mentoring)? Fulltekst i vitenarkiv
• Wittek, Anne Line (2023). Collegial supervision in practice. Fulltekst i vitenarkiv
• Wittek, Anne Line (2023). Kollegabaserte rettleiingsformer,faglege perspektiv og korleis møte «når livet buttar i mot» for kandidaten. Fulltekst i vitenarkiv
• Wittek, Anne Line (2022). Kollegial veiledning. Fulltekst i vitenarkiv
• Wittek, Anne Line (2022). Å utvikle undervisning gjennom kollegial praksis. Fulltekst i vitenarkiv Vis sammendrag

  Å utvikle undervisning gjennom kollegial praksis Vitenskapelig ansatte jobber langt mer enn hva normalarbeidsdagen tilsier. Likevel har de økt sin forskningsproduksjon samtidig som de fortsatt bruker svært mye av sin tid på undervisning. Kravene til kvalitet i undervisningen har alltid vært høye, det nye er at kvalitet skal tilstrebes gjennom kollegialt samarbeid. Økte krav til effektivisering kombinert med økte krav til samarbeid og dialog oppfattes av mange som et paradoks. De som har deltatt i kollegaveiledning vet at det tar tid – tid som vi egentlig ikke har. Det tar tid å etablere tillitt og det tar tid finne en god form på dialogen. Likevel vil jeg argumentere for at man sparer tid og øker mulighetene for å lykkes med kvalitetsarbeid ved å samarbeide. Fra den internasjonale forskningslitteraturen vet vi imidlertid at noen former for samarbeid er bedre egnet enn andre til å utvikle både praksiser og de personene som deltar i dem. Dette vil bli utdypet i denne sesjonen.

• Wittek, Anne Line (2022). Kollegial veiledning - muligheter og snublesteiner. Fulltekst i vitenarkiv Vis sammendrag

  Kollegial veiledning – muligheter og snublesteiner Line Wittek, KKKP-fagdag, 1. Februar 2022 Abstract Vitenskapelig ansatte jobber langt mer enn hva normalarbeidsdagen tilsier (Stensaker 2021). Likevel har de økt sin forskningsproduksjon samtidig som de fortsatt bruker svært mye av sin tid på undervisning. Kravene til kvalitet i undervisningen har alltid vært høye, det nye er at kvalitet skal tilstrebes gjennom kollegialt samarbeid. Også når det gjelder forskning gjelder økte krav til samarbeid. Robuste forskningsmiljøer forutsetter samarbeid både institusjonelt, nasjonalt og internasjonalt, og er i dag en forutsetning for å få etablert og gjennomført forskningsprosjekter av en viss størrelse. Økte krav til effektivisering kombinert med økte krav til samarbeid og dialog oppfattes av mange som et paradoks. De som har deltatt i kollegaveiledning og responsgrupper vet at det tar tid – tid som vi egentlig ikke har. Det tar tid å etablere tillitt og det tar tid å finne en god form på dialogen (Wittek et. al. 2021). Likevel vil jeg argumentere for at man sparer tid og øker mulighetene for å lykkes med kvalitetsarbeid ved å samarbeide, både når det gjelder undervisning og forskning. Fra den internasjonale forskningslitteraturen vet vi imidlertid at noen former for samarbeid er bedre egnet enn andre til å utvikle praksiser og de personene som deltar i dem (Esterhazy et. al. 2021, Wittek 2021). For å finne frem til måter å samarbeide på som gir ønskede resultater, er disse spørsmålene særlig viktige: - Hvilke aspekter påvirker hvordan kollegial veiledning utspiller seg og hva man får ut av det? - Hva er det vi vil oppnå med kollegial veiledning hos oss? - Hvordan passer det best for oss å jobbe for å oppnå det vi ønsker å få til? Kilder: Esterhazy, Rachelle; de Lange, Thomas; Bastiansen, Sofie & Wittek, Anne Line (2021). Moving Beyond Peer Review of Teaching: A Conceptual Framework for Collegial Faculty Development. Review of Educational Research. ISSN 0034-6543. 91(2), s. 237–271. doi: 10.3102/0034654321990721. Stensaker, Bjørn (2021). På vei mot en ny kollegialitet? I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 220-226 Wittek, Anne Line (2021). Feedback mellom kolleger - et teoretisk perspektiv. I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 48–63. Wittek, Anne Line; Kartzow, Marianne Bjelland & Hermansen, Hege (2021). Hva skjer i dialogene? Om samtaledynamikker i kollegaveiledning og potensial for læring. I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 81–102.

• Bastiansen, Siri Sofie Vasrud; Lange, Thomas de & Wittek, Anne Line (2020). Unpacking the Problem: Analysing the implementation of peer-group mentoring for master supervisors. Fulltekst i vitenarkiv
• Lange, Thomas de & Wittek, Anne Line (2020). Hva kan kollegaveiledning bidra med? Fulltekst i vitenarkiv
• Damsa, Crina-Ioana & Wittek, Anne Line (2020). Group work in higher education. Pedagogical designs for fostering student engagement. I Elken, Mari; Maassen, Peter; Nerland, Monika; Prøitz, Tine Sophie; Stensaker, Bjørn & Vabø, Agnete (Red.), Quality Work in Higher Education. Organisational and Pedagogical Dimensions. Springer. ISSN 9783030417567. s. 115–134. doi: 10.1007/978-3-030-41757-4. Fulltekst i vitenarkiv
• Esterhazy, Rachelle; Lange, Thomas de; Bastiansen, Siri Sofie Vasrud & Wittek, Anne Line (2019). Conceptualising peer review of teaching in higher education—a framework synthesis approach. Fulltekst i vitenarkiv Vis sammendrag

  This review study relates to the PeTS project’s aim of studying and developing collaborative communities of practice in supervision and teaching in a University setting. The project focuses on the ways in which teachers observe and provide feedback on each other’s classroom teaching or supervision practices. As a point of departure for this paper, we use the term peer review of teaching (PRT) to refer to all practices that involve peer observation, tutoring and mentoring of both teaching and supervision among academic teachers at higher education institutions.

• Wittek, Anne Line (2019). Kollegialt samarbeid om PhD-veiledning. Fulltekst i vitenarkiv
• Wittek, Anne Line (2019). Faculty peer-tutoring in teaching and supervision (PeTS), Innovating teacher collaboration practices in Norwegian higher education. Fulltekst i vitenarkiv
• Wittek, Anne Line (2019). Hvordan skape kultur for læring og utvikling? Fulltekst i vitenarkiv
• Wittek, Anne Line & Lange, Thomas de (2019). Research on developing faculty peer tutoring practices in teaching and supervision in a university context (PeTS)—An innovation project (2018–2022) funded by the Norwegian Research Council. Fulltekst i vitenarkiv
• Bastiansen, Siri Sofie Vasrud; Lange, Thomas de & Wittek, Anne Line (2019). ‘How do I handle this case?’ Analysing the implementation of peer-tutoring group work for master supervisors. Fulltekst i vitenarkiv Vis sammendrag

  Aims: the focus in this paper is to empirically examine how a peer review approach is implemented and managed in practice. The contextual basis of this examination is peer review of supervision (PRS) with a focus on improving the master supervision at a specific faculty at a large university in Norway. The PRS is an approach where supervisors participate in structured, group-based collaborative peer tutoring sessions.

• Lange, Thomas de; Hasu, Mervi & Wittek, Anne Line (2019). Innovation of educational practices in higher education—a critical conceptual discussion. Fulltekst i vitenarkiv Vis sammendrag

  Aims: The intention with this paper is to conduct a review of what the term ‘innovation’ of higher education practices signifies in comparison to the aims of developing collaborative PRT initiated in the PeTS project. The trend internationally is that the use of the term ‘innovation’ is increasing by placing new agendas and challenges on public institutions. In this paper, we explore innovation in relation to change-efforts in teaching and learning practices in higher education, as well as the aims of the PeTS project.

• Wittek, Anne Line & Lange, Thomas de (2018). Tverrfaglig samarbeid og kollegaveiledning. Fulltekst i vitenarkiv
• Lange, Thomas de & Wittek, Anne Line (2018). Exploring plenary sessions and their potentialities for student learning. Fulltekst i vitenarkiv
• Wittek, Anne Line (2018). Collaborative practices for University Teachers - obstacles and potentialities. Fulltekst i vitenarkiv
• Wittek, Anne Line (2017). Kultur for kvalitet i høyere utdanning : lederartikkel nr. 2, 2017. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 40(2), s. 105–108. doi: 10.18261/issn.1893-8981-2017-02-01. Fulltekst i vitenarkiv
• Wittek, Anne Line (2017). Økt meritterings- og finansieringsfokus i UH-sektoren. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 40(1), s. 5–6. doi: 10.18261/issn.1893-8981-2017-01-01. Fulltekst i vitenarkiv
• Lange, Thomas de & Wittek, Anne Line (2017). Developing Teaching Quality in Higher Education through Peer Teacher Support Groups. Fulltekst i vitenarkiv
• Wittek, Anne Line (2017). Om akademisk skriving og tverrfaglig samarbeid : lederartikkel nr. 4 2017. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 40(4), s. 281–283. doi: 10.18261/issn.1893-8981-2017-04-01. Fulltekst i vitenarkiv
• Wittek, Anne Line (2017). Fra skytetrening på krigsskolen til teambasert læring i medisinsk utdanning. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 40(3), s. 189–191. doi: 10.18261/ISSN.1893-8981-2017-03-01. Fulltekst i vitenarkiv
• Wittek, Anne Line; Thompson, Ian; Daniels, Harry; Makitalo, Åsa; Hontvedt, Magnus & Silseth, Kenneth [Vis alle 10 forfattere av denne artikkelen] (2016). Collaboration matters - symposium. Fulltekst i vitenarkiv
• Wittek, Anne Line; Silseth, Kenneth & Hontvedt, Magnus (2016). Professional Collaboration in teacher Support Teams - a study of creative problem-solving processes among teacher and nurse educators. Fulltekst i vitenarkiv
• Wittek, Anne Line & Prøitz, Tine Sophie (2016). Learning Trajectories within Third Cycle Teacher education. Fulltekst i vitenarkiv
• Wittek, Anne Line (2016). Undervisning og læring i høyere utdanning. Fulltekst i vitenarkiv
• Wittek, Anne Line (2016). Godt nytt UNIPED-år! lederartikkel nr.1, 2016. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 9(1), s. 5–6. doi: 10.18261/issn.1893-8981-01. Fulltekst i vitenarkiv
• Wittek, Anne Line (2016). Profesjonsutdanning - komplekse utdanningsløp mot kompleks yrkesutøvelse. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 39(3), s. 193–194. doi: 10.18261/issn.1893-8981-2016-03-01. Fulltekst i vitenarkiv
• Moser, Thomas & Wittek, Anne Line (2015). Om læreren, lærerutdanningen og forskningen: Læreren som bruker, forvalter og produsent av kunnskap. I Høihilder, Eli Kari & Gulbrandsen, Ole Alexander (Red.), Pedagogikk og elevkunnskap i grunnskolelærerutdanningen. Gyldendal Akademisk. ISSN 9788205487871. s. 23–40. Fulltekst i vitenarkiv
• Wittek, Anne Line & Thompson, Ian (2015). Professional Trajectories of learning - mediation through writing. Fulltekst i vitenarkiv
• Wittek, Anne Line (2015). Ti år etter kvalitetsreformen - ingen økning i studiegjennomføringen. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 38(3), s. 160–163. Fulltekst i vitenarkiv
• Wittek, Anne Line & Thompson, Ian (2015). Higher Education and teachers professional development. Fulltekst i vitenarkiv
• Wittek, Anne Line (2015). Det kritiske blikket innenfor rommet av vitenskapelige spilleregler : lederartikkel nr. 1-2015. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 8(1), s. 4–6. Fulltekst i vitenarkiv
• Stray, Janicke Heldal & Wittek, Line (2014). Pedagogikk. I Wittek, Line & Stray, Janicke Heldal (Red.), Pedagogikk - en grunnbok. Cappelen Damm Akademisk. ISSN 9788202414245. s. 21–29. Fulltekst i vitenarkiv
• Wittek, Anne Line & Brandmo, Christian (2014). Ulike tilnærminger til læring : et historisk riss. I Wittek, Line & Stray, Janicke Heldal (Red.), Pedagogikk - en grunnbok. Cappelen Damm Akademisk. ISSN 9788202414245. s. 113–132. Fulltekst i vitenarkiv
• Wittek, Anne Line (2014). Studentaktivitet i ulike former. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. Fulltekst i vitenarkiv
• Lange, Thomas de & Wittek, Anne Line (2014). Divergent Paths to Parallel Ends - Two Routes to the Doctoral Dissertation. Fulltekst i vitenarkiv
• Wittek, Anne Line (2014). Endringer i høyere utdanning - og endringer for UNIPED. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. doi: 10.3402/uniped.v37.26560. Fulltekst i vitenarkiv
• Wittek, Anne Line (2014). UNIPED - et fagfellevurdert tidsskrift. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. doi: 10.3402/uniped.v37.25624. Fulltekst i vitenarkiv
• Wittek, Anne Line; Eik, Liv Torunn; Lyberg, Anne & Inger, Kraver (2014). "The poor little girl really worries me" - On professional judgement in relation to vulnerable children. Fulltekst i vitenarkiv
• Wittek, Anne Line & Wiig, Camilla (2014). Knowledge in Motion. Investigating “Figured worlds” in and outside school. Fulltekst i vitenarkiv

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