Sofie Bastiansen

• 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.

• 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 & 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.

• 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
• 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

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• 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
• 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.

• 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.

• Bastiansen, Siri Sofie Vasrud & Lange, Thomas de (2019). Data Management in the PeTS project - In accordance with the new GDPR-regulations. Fulltekst i vitenarkiv

Se alle arbeider i NVA