Tone Dyrdal Solbrekke

Bilde av Tone Dyrdal Solbrekke
English version of this page
Telefon +47 22844408
Mobiltelefon +47 91350516
Rom 530
Brukernavn
Besøksadresse Sem Sælands vei 7 Helga Engs hus 0317 Oslo
Postadresse Postboks 1092 Blindern 0317 Oslo

Faglige interesser og forskningsområde

  • Studier av høyere utdanning
  • Profesjonell læring i akademia
  • Profesjonelt ansvar / skikkethet
  • Universitetspedagogisk utvikling
  • Ledelse av høyere utdanning i lys av institusjonelt ansvar Danning av - og i - universiteter Komparative og internasjonale studier
  • Interdisiplinært samarbeid

Undervisning

  • Undervisning i kurs og læringsaktiviteter for personalet ved UiO Faglig konsultasjon for universitetsledere og lærere Veiledning av PhD og masterstudenter.

Administrative oppgaver

  • Leder av Forskningsprosjektet "Universitetspedagogers danning og kompetanseutvikling" (2015-2021)
  • Konstituert leder av LINK - Senter for Læring og Utdanning 

Utnevnelser

  • Professor II ved Örebro universitet (2020 - ), Institutionen för humaniora, utbildnings- och samhällsvetenskap. Arbeidsoppgavene er her spesielt knyttet til utvikling av forskning på høyere utdanning og universitetspedagogikk ved Högskolepedagogiskt centrum.

For fullstendig profil, se Engelsk profil her: Tone Dyrdal Solbrekke

Emneord: Pedagogikk, Høyere utdanning, Profesjonelt ansvar, Profesjonsutdanning, Utdanningspolitikk, Danning, Komparative og internasjonale utdanningsstudier, Universitetspedagogikk

Publikasjoner

  • Solbrekke, Tone Dyrdal & Sugrue, Ciaran (2020). Leading higher education as, and for, public good: New beginnings. I Solbrekke, Tone Dyrdal & Sugrue, Ciaran (Red.), Leading Higher Education As and For Public Good Rekindling Education as Praxis, . Routledge. ISSN 978-0-367-20512-6. s. 3–18.
  • Sugrue, Ciaran & Solbrekke, Tone Dyrdal (2020). Leading higher education: Putting education center stage. I Solbrekke, Tone Dyrdal & Sugrue, Ciaran (Red.), Leading Higher Education As and For Public Good Rekindling Education as Praxis, . Routledge. ISSN 978-0-367-20512-6. s. 18–36.
  • Solbrekke, Tone Dyrdal; Sugrue, Ciaran & Sutphen, Molly (2020). Leading in a web of commitments:Negotiating legitimate compromises. I Solbrekke, Tone Dyrdal & Sugrue, Ciaran (Red.), Leading Higher Education As and For Public Good Rekindling Education as Praxis, . Routledge. ISSN 978-0-367-20512-6. s. 53–69.
  • Solbrekke, Tone Dyrdal & Sugrue, Ciaran (2020). Leading higher education:deliberative communication as praxis and method. I Solbrekke, Tone Dyrdal & Sugrue, Ciaran (Red.), Leading Higher Education As and For Public Good Rekindling Education as Praxis, . Routledge. ISSN 978-0-367-20512-6. s. 71–80.
  • Sugrue, Ciaran & Solbrekke, Tone Dyrdal (2020). Re-kindling education as praxis: The promise of deliberative leadership. I Solbrekke, Tone Dyrdal & Sugrue, Ciaran (Red.), Leading Higher Education As and For Public Good Rekindling Education as Praxis, . Routledge. ISSN 978-0-367-20512-6. s. 158–176.
  • Solbrekke, Tone Dyrdal & Fremstad, Ester (2020). Deliberative communication as pedagogical leadership: Promoting public good? I Solbrekke, Tone Dyrdal & Sugrue, Ciaran (Red.), Leading Higher Education As and For Public Good Rekindling Education as Praxis, . Routledge. ISSN 978-0-367-20512-6. s. 124–141.
  • Sandvoll, Ragnhild; Bergh, Andreas & Solbrekke, Tone Dyrdal (2020). Nurturing pedagogical praxis through deliberative communication . I Solbrekke, Tone Dyrdal & Sugrue, Ciaran (Red.), Leading Higher Education As and For Public Good Rekindling Education as Praxis, . Routledge. ISSN 978-0-367-20512-6. s. 142–156. Fulltekst i vitenarkiv
  • Damsa, Crina-Ioana; Sutphen, Mary; Esterhazy, Rachelle; Solbrekke, Tone Dyrdal; Sugrue, Ciaran & McCune, Velda (2020). Academic hospitality as a frame for interdisciplinary learning. I Gresalfi, Melissa & Horn, I. (Red.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2. Nashville, Tennessee: International Society of the Learning Sciences.. International Society of the Learning Sciences. ISSN 978-1-7324672-6-2. s. 1084–1094.
  • Bergh, Andreas; Solbrekke, Tone Dyrdal & Wickström, Johan (2020). Deliberative communication: Stimulating collective learning? I Solbrekke, Tone Dyrdal & Sugrue, Ciaran (Red.), Leading Higher Education As and For Public Good Rekindling Education as Praxis, . Routledge. ISSN 978-0-367-20512-6. s. 92–106.
  • Sugrue, Ciaran; Solbrekke, Tone Dyrdal; Bergh, Andreas; Sutphen, Molly & Fossland, Trine (2019). University leaders' talk about institutional missions and academic developers' contributions. European Educational Research Journal. ISSN 1474-9041. 18(6), s. 743–759. doi: 10.1177/1474904119866520.
  • Fremstad, Ester; Bergh, Andreas; Solbrekke, Tone Dyrdal & Fossland, Trine (2019). Deliberative academic development: the potential and challenge of agency. International Journal for Academic Development. ISSN 1360-144X. doi: 10.1080/1360144X.2019.1631169. Fulltekst i vitenarkiv
  • Solbrekke, Tone Dyrdal & Fremstad, Ester (2018). Universitets- og høgskolepedagogers profesjonelle ansvar. UNIPED. ISSN 1500-4538. 41(3), s. 229–245. doi: 10.18261/issn.1893-8981-2018-03-05. Fulltekst i vitenarkiv
  • Sutphen, Mary; Solbrekke, Tone Dyrdal & Sugrue, Ciaran (2018). Toward articulating an academic praxis by interrogating university strategic plans. Studies in Higher Education. ISSN 0307-5079. s. 1–13. doi: 10.1080/03075079.2018.1440384.
  • Sugrue, Ciaran; Englund, Tomas; Solbrekke, Tone Dyrdal & Fossland, Trine (2017). Trends in the practices of academic developers: trajectories of higher education? Studies in Higher Education. ISSN 0307-5079. 43(12), s. 2336–2353. doi: 10.1080/03075079.2017.1326026.
  • Helstad, Kristin; Solbrekke, Tone Dyrdal & Wittek, Anne Line (2017). Exploring teaching academic literacy in mathematics in teacher education. Education Inquiry. ISSN 2000-4508. doi: 10.1080/20004508.2017.1389225. Fulltekst i vitenarkiv
  • Arneback, Emma; Englund, Tomas & Solbrekke, Tone Dyrdal (2017). Student teachers’ experiences of academic writing in teacher education– on moving between different disciplines. Education Inquiry. ISSN 2000-4508. doi: 10.1080/20004508.2017.1389226. Fulltekst i vitenarkiv
  • Arneback, Emma; Englund, Tomas & Solbrekke, Tone Dyrdal (2017). Achieving a professional identity through writing. Education Inquiry. ISSN 2000-4508. doi: 10.1080/20004508.2017.1380489. Fulltekst i vitenarkiv
  • Stensaker, Bjørn; Van der Vaart, Rob; 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 & Van der Vaart, Rob (Red.), Strengthening teaching and learning in research universities. Strategies and initatives for institutional change.. Palgrave Macmillan. ISSN 978-3-319-56498-2. s. 19–42. doi: 10.1007/978-3-319-56499-9_2.
  • 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
  • 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 978-91-44-11930-4. s. 97–126.
  • 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 978-91-44-11930-4. s. 171–188.
  • Arneback, Emma; Englund, Tomas & Solbrekke, Tone Dyrdal (2017). Att skriva sig till professionell identitet-tre förskollärarstudenter. I Erixon, Per-Olof & Josephson, Olle (Red.), Kampen om texten: Eksamensarbetet i lärarutbildningen. Studentlitteratur AB. ISSN 978-91-44-11930-4. s. 55–78.
  • Arneback, Emma; Englund, Tomas & Solbrekke, Tone Dyrdal (2016). Writing in and out of control. A longitudinal study of three student teachers’ experiences of academic writing in preschool teacher education . Nordic Studies in Education. ISSN 1891-5914. 36(3), s. 211–228. doi: 10.18261/issn.1891-5949-2016-03-03.
  • Solbrekke, Tone Dyrdal & Helstad, Kristin (2016). Student formation in higher education: teaching approaches matter. Teaching in Higher Education. ISSN 1356-2517. 21(8), s. 962–977. doi: 10.1080/13562517.2016.1207624.
  • Solbrekke, Tone Dyrdal & Stensaker, Bjørn (2016). Utdanningsledelse - Stimulering av et felles engasjement for studieprogrammene? UNIPED. ISSN 1500-4538. 39(2), s. 144–157. doi: 10.18261/issn.1893-8981-2016-02-05.
  • Karseth, Berit & Solbrekke, Tone Dyrdal (2016). Curriculum Trends in European Higher Education:The pursuit of the Humboldtian University Ideas. I Slaughter, Sheila & Barrett, Jay Taylor (Red.), Higher Education, Stratification, and Workforce Development: Competitive Advantage in Europe, the US, and Canada. Springer Science+Business Media B.V.. ISSN 978-3-319-21511-2. s. 215–233. doi: 10.1007/978-3-319-21512-9.
  • Solbrekke, Tone Dyrdal & Karseth, Berit (2016). Kvalifikasjonsrammeverk og Læringsutbytte. Til nytte eller besvær? I Strømsø, Helge Ivar; Lycke, Kirsten Hofgaard & Lauvås, Per (Red.), Når læring er det viktigste. Undervisning i høyere utdanning.. Cappelen Damm Akademisk. ISSN 978-82-02-52728-0. s. 57–82.
  • Solbrekke, Tone Dyrdal; Englund, Tomas; Karseth, Berit & Beck, Eevi Elisabeth (2016). Educating for Professional Responsibility: From Critical Thinking to Deliberative Communication, or Why Critical Thinking Is Not Enough. I Trede, Franziska & McEwen, Celina (Red.), Educating the Deliberate Professional. Springer Science+Business Media B.V.. ISSN 978-3-319-32956-7. s. 29–44. doi: 10.1007/978-3-319-32958-1.
  • Sugrue, Ciaran & Solbrekke, Tone Dyrdal (2015). Policy rhetorics and resource neutral reforms in higher education: their impact and implications? Studies in Higher Education. ISSN 0307-5079. 42(1), s. 130–148. doi: 10.1080/03075079.2015.1036848.
  • Beck, Eevi Elisabeth; Solbrekke, Tone Dyrdal; Sutphen, Molly & Fremstad, Ester (2015). When mere knowledge is not enough: The potential of bildung as self-determination, co-determination and solidarity. Higher Education Research and Development. ISSN 0729-4360. 34(3), s. 445–457. doi: 10.1080/07294360.2014.973373.
  • Englund, Tomas & Solbrekke, Tone Dyrdal (2015). Om innebörder i lärarprofessionalism. Pedagogisk Forskning i Sverige. ISSN 1401-6788. 20(3-4), s. 168–194.
  • Dahlgren, Madeleine Abrandt; Solbrekke, Tone Dyrdal; Karseth, Berit & Nyström, Sofia (2014). From university to professional practice: Students as journeymen between cultures of education and work. I Billett, Stephen; Harteis, Christian & Gruber, Hans (Red.), International Handbook of Research in Professional and Practice-based Learning. Springer. ISSN 978-94-017-8902-8. doi: 10.1007/978-94-017-8902-8_17.
  • Solbrekke, Tone Dyrdal & Englund, Tomas (2014). Certification of Teachers: Tensions in a New Signature Reform. Professions and Professionalism. ISSN 1893-1049. 4(2). doi: 10.7577/pp.668.
  • Solbrekke, Tone Dyrdal & Sugrue, Ciaran (2014). Professional accreditation of initial teacher education programmes: Teacher educators' strategies-Between 'accountability' and 'professional responsibility'? Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 37, s. 11–20. doi: 10.1016/j.tate.2013.07.015.
  • Handal, Gunnar; Lycke, Kirsten Hofgaard; Mårtensson, Katarina; Roxå, Torgny; Skodvin, Arne & Solbrekke, Tone Dyrdal (2014). The role of academic developers in transforming Bologna regulations to a national and institutional context. International Journal for Academic Development. ISSN 1360-144X. 19(1), s. 12–25. doi: 10.1080/1360144X.2013.849254.
  • Handal, Gunnar; Lycke, Kirsten Hofgaard; Martensson, Katarina; Skodvin, Arne; Roxå, Torgny & Solbrekke, Tone Dyrdal (2014). Transforming Bologna Regulations to a National and Institutional Context: The Role of Academic Developers.A case study based on the introduction of the European Qualifications Framework in Norwegian Higher Education. International Journal for Academic Development. ISSN 1360-144X.
  • Solbrekke, Tone Dyrdal (2014). Profesjonelt ansvar. I Wittek, Line & Stray, Janicke Heldal (Red.), Pedagogikk - en grunnbok. Cappelen Damm Akademisk. ISSN 978-82-02-41424-5. s. 555–564.
  • Sutphen, Molly & Solbrekke, Tone Dyrdal (2012). Teaching in a Web of Commitments. Journal of Nursing Education. ISSN 0148-4834. 51(4), s. 192–196. doi: 10.3928/01484834-20120210-02.
  • Solbrekke, Tone Dyrdal & Sutphen, Molly (2012). Learning in a Web of Commitments. Journal of Nursing Education. ISSN 0148-4834. 51(4), s. 185–189. doi: 10.3928/01484834-20120210-01.
  • Solbrekke, Tone Dyrdal & Sugrue, Ciaran (2012). Learning from Conceptions of Professional Responsibility and Graduates Experiences in Becoming Novice Practitioners. I McKee, Anne & Eraut, Michael (Red.), Learning Trajectories,Innovation and Identity for Professional Development. Springer. ISSN 978-94-007-1723-7. s. 193–215. doi: 10.1007/978-94-007-1724-4_10.
  • Skodvin, Arne; Handal, Gunnar; Lycke, Kirsten Hofgaard & Solbrekke, Tone Dyrdal (2012). Føyelige eller ubøyelige? Universitetspedagogers rolle i implementering av nasjonalt kvalifikasjonsrammeverk. UNIPED. ISSN 1500-4538. 35(1), s. 78–91.
  • Solbrekke, Tone Dyrdal & Østrem, Solveig (2011). Profesjonsutøvelse mellom profesjonelt ansvar og regnskapsplikt. Nordic Studies in Education. ISSN 1891-5914. 31(3), s. 194–209.
  • Solbrekke, Tone Dyrdal & Englund, Tomas (2011). Bringing professional responsibility back in. Studies in Higher Education. ISSN 0307-5079. 36(7), s. 847–861. doi: 10.1080/03075079.2010.482205.
  • Surgrue, Ciaran & Solbrekke, Tone Dyrdal (2011). Professional responsibility: New horizons of praxis. I Sugrue, Ciaran & Solbrekke, Tone Dyrdal (Red.), Professional Responsibility New Horizons of Praxis. Routledge. ISSN 978-0-415-61462-7. s. 177–197.
  • Solbrekke, Tone Dyrdal & Sugrue, Ciaran (2011). Professional responsibility- back to the future. I Sugrue, Ciaran & Solbrekke, Tone Dyrdal (Red.), Professional Responsibility New Horizons of Praxis. Routledge. ISSN 978-0-415-61462-7. s. 11–29.
  • Englund, Thomas & Solbrekke, Tone Dyrdal (2011). Professional responsibility under pressure? I Sugrue, Ciaran & Solbrekke, Tone Dyrdal (Red.), Professional Responsibility New Horizons of Praxis. Routledge. ISSN 978-0-415-61462-7. s. 57–72.

Se alle arbeider i Cristin

  • Solbrekke, Tone Dyrdal & Sugrue, Ciaran (2020). Leading Higher Education As and For Public Good Rekindling Education as Praxis, . Routledge. ISBN 978-0-367-20512-6. 180 s.

Se alle arbeider i Cristin

  • Solbrekke, Tone Dyrdal & Sugrue, Ciaran (2021). Deliberative Leadership in Public Universities: Promising Practices, Elusive Praxis? .
  • Sutphen, Molly; Solbrekke, Tone Dyrdal & Ewins, Kristin (2021). Formation of academics in higher education: Reflection for discerning praxes.
  • Solbrekke, Tone Dyrdal (2021). Academic Development in the Tension between Responsibility and Accountability.
  • Solbrekke, Tone Dyrdal (2021). Leading in a Web of Commitments, Deliberative Leadership, Rekindling Education as Practice.
  • Solbrekke, Tone Dyrdal & Sutphen, Molly (2021). What may make interdisciplinary and interprofessional collaboration sustainable in health and social work education programs?
  • Solbrekke, Tone Dyrdal & Sutphen, Molly (2021). How Can We Prepare Student Teachers For Collaboration for and in a Sustainable World?
  • Solbrekke, Tone Dyrdal; Sugrue, Ciaran & Sutphen, Molly (2020). Leading in a Web of Commitments Negotiating Legitimate Compromises .
  • Sandvoll, Ragnhild; Bergh, Andreas & Solbrekke, Tone Dyrdal (2019). Supporting the development of professional responsibility in higher education - studying the interface between odontology and education.
  • Solbrekke, Tone Dyrdal (2019). Veiledning i og for praksis .
  • Solbrekke, Tone Dyrdal (2019). Utdanningsledelse i en mangfoldig vev av forpliktelser .
  • Helstad, Kristin & Solbrekke, Tone Dyrdal (2018). Tools for leading teaching in higher education .
  • Sugrue, Ciaran; Solbrekke, Tone Dyrdal; Sutphen, Molly; Bergh, Andreas & Fossland, Trine (2018). Senior University Leaders’ Perspectives on the Contributions of Academic Developers.
  • Solbrekke, Tone Dyrdal & Fremstad, Ester (2018). Universitets- og høyskolepedagogers profesjonelle ansvar.
  • Helstad, Kristin & Solbrekke, Tone Dyrdal (2018). Quality in higher education: The intertwined relationship between didactics and leadership .
  • Solbrekke, Tone Dyrdal & Sugrue, Ciaran (2018). Teaching in Higher Education: The brokering leadership responsibilities of University Academic Developers .
  • Solbrekke, Tone Dyrdal (2018). Perspectives on Professional Responsibility in light of Governing and Professionalism - Challenges and Opportunities for Policy Makers, Researchers and Practitioners in Education".
  • Helstad, Kristin & Solbrekke, Tone Dyrdal (2017). Exploring teaching academic literacy in mathematics in initial teacher education: a case study.
  • Sugrue, Ciaran; Solbrekke, Tone Dyrdal; Fossland, Trine; Bergh, Andreas & Sutphen, Molly (2017). Institutional Leaders’ Perspectives on the Contribution of Academic Developers to Institutional and Academic Formation.
  • Helstad, Kristin & Solbrekke, Tone Dyrdal (2017). The significance of academic literacies in learning mathematics when students are becoming teachers: Learning from an "excellent” teacher educator.
  • Fremstad, Ester; Solbrekke, Tone Dyrdal & Supthen, Molly (2016). Understanding different conceptions of- and approaches to- academic development. Developing a framework of analysis through a cross-case analysis .
  • Nordkvelle, Yngve Troye; Lefdal, Hans Erik; Engelsrud, Gunn & Solbrekke, Tone Dyrdal (2016). Krever undervisningskompetanse. Forskerforum. ISSN 0800-1715. 48(1).
  • Fremstad, Ester; Solbrekke, Tone Dyrdal & Supthen, Molly (2016). Aims and practices of academic development: Conceptions and experiences of academic developers within two research intensive universities.
  • Solbrekke, Tone Dyrdal (2015). Re-Akkreditering av studieprogram: Et spenningsfylt profesjonelt lederansvar .
  • Solbrekke, Tone Dyrdal & Helstad, Kristin (2015). Student formation in teacher education: Approaches to teaching writing matter.
  • Arneback, Emma; Englund, Tomas & Solbrekke, Tone Dyrdal (2015). What role might writing within and after preschool teacher education have for the professional practice?
  • Sugrue, Ciaran & Solbrekke, Tone Dyrdal (2015). Externally driven higher education reform: Whither academic formation and Professional responsibility?
  • Wittek, Line; Solbrekke, Tone Dyrdal & Helstad, Kristin (2014). Processes of writing and learning in teacher education – the impact of different experiences.
  • Arneback, Emma; Englund, Tomas & Solbrekke, Tone Dyrdal (2014). What will student teachers become as writers? The formative impact of writing ideals and feedback in teacher education?
  • Sugrue, Ciaran & Solbrekke, Tone Dyrdal (2014). (Re-) Formation of Initial Teacher Education in Ireland:Re-configuring (Clinical) Practice & Theory.
  • Solbrekke, Tone Dyrdal; Sutphen, Molly & sugrue, Ciaran (2014). What does a University’s Strategic Plan Claim for Education Student Formation and Trans-Formation ?
  • Arneback, Emma; Englund, Tomas & Solbrekke, Tone Dyrdal (2014). Writing in and out of control A semi-longitudinal study of three students writing in preschool teacher education.
  • Solbrekke, Tone Dyrdal (2013). Understanding Conceptions of professional Responsibility - Doktorgradsløpet fra start til slutt.
  • Arneback, Emma; Englund, Tomas & Solbrekke, Tone Dyrdal (2013). Communication as Formation - an outline of analyzing student teachers' development as writers.
  • Englund, Tomas & Solbrekke, Tone Dyrdal (2013). Higher education as formation: Towards professional responsibility as deliberative praxis».
  • Solbrekke, Tone Dyrdal; de Lange, Thomas; Sugrue, Ciaran; Englund, Tomas & Sutphen, Molly (2013). Formation of Five Universities: A Critical analysis of the Portraits, Plans, and Re-presentations.
  • Sugrue, Ciaran & Solbrekke, Tone Dyrdal (2013). Professional (Re-) Accreditation of Teacher Education Programmes:Enhancing Professional Responsibility or Accountability Induced Ketman Capitulation?
  • Solbrekke, Tone Dyrdal (2013). Skoleledere og barnehagestyreres profesjonelle ansvar – i spenningen mellom moralsk ansvar og teknisk regnskapsplikt.
  • Solbrekke, Tone Dyrdal (2013). Profesjonelt ansvar - et forskningsfokus i og for Profesjonskvalifisering.
  • Solbrekke, Tone Dyrdal & Sugrue, Ciaran (2013). Professional Accreditation in a Climate of ‘Managerial’ Accountability: Teacher Educators’ Strategies, Accountability and Professional Responsibility?
  • Solbrekke, Tone Dyrdal & Sugrue, Ciaran (2012). ACCREDITING INITIAL TEACHER EDUCATION PROGRAMMES: (RE-) NEGOTIATING ‘FORMATION’ SCRIPTS?
  • Solbrekke, Tone Dyrdal (2012). Profesjonelt ansvar –Skoleledere og lærere i spenningen mellom moralsk ansvar og teknisk regnskapsplikt.
  • Solbrekke, Tone Dyrdal & Sugrue, Ciaran (2012). Preservice Teacher Education: Analysing Consequences of a National Accreditation Process within International Discourses of Reforms.
  • Solbrekke, Tone Dyrdal (2012). Kan profesjonelt ansvar undervises og læres.
  • Solbrekke, Tone Dyrdal (2012). Profesjonelt ansvar - i spenningen mellom målbare resultat og grunnleggende formålsspørsmål. Hefteserie Utdanningsforbundet.
  • Solbrekke, Tone Dyrdal & Turmo, Are (2011). Hva vil vi med utdanning? Norsk pedagogisk tidsskrift. ISSN 0029-2052. 95(1).
  • Karseth, Berit; Solbrekke, Tone Dyrdal; Englund, Tomas & Beck, Eevi (2011). Critical thinking in teacher and nurse education.
  • Fremstad, Ester; Solbrekke, Tone Dyrdal; Beck, Eevi E. & Sutphen, Molly (2011). Formative Challenges in Professional Education: Learning from Bildung and Liberal Educaton.
  • Østrem, Solveig & Solbrekke, Tone Dyrdal (2011). Dilemma. Utdanning. ISSN 1502-9778.
  • Gloppen, Silje Kristin; Solbrekke, Tone Dyrdal; Ârlestig, Helene; Rud, Hanne & Strøm, Kristin Flood (2018). Ekstern evaluering av masterprogrammet i utdanningsledelse. Rapport fra eksternt panel. Periodisk programevaluering. Institutt for lærerutdanning og skoleforskning.
  • de Lange, Thomas; Lycke, Kirsten Hofgaard; Skodvin, Arne; Strømsø, Helge Ivar; Fremstad, Ester & Stensaker, Bjørn [Vis alle 9 forfattere av denne artikkelen] (2015). Egenrapport: Programevaluering - pedagogisk basiskompetanse Fagområdet for universitetspedagogikk, UiO. Det utdanningsvitenskapelige fakultet. Fulltekst i vitenarkiv
  • Maasen, Peter; Elken, Mari; Prøitz, Tine; Solbrekke, Tone Dyrdal; Stensaker, Bjørn & Karseth, Berit [Vis alle 7 forfattere av denne artikkelen] (2011). Referencing the Norwegian Qualifications Framework(NKR) levesl to the European Qualifications Framework (EQF). Report to the Norwegian referencing group. Kunnskapsdepartementet.
  • Caspersen, Joakim; de Lange, Thomas; Prøitz, Tine Sophie; Solbrekke, Tone Dyrdal & Stensaker, Bjørn (2011). LEARNING ABOUT QUALITY – Perspectives on learning outcomes and their operationalisations and measurement. Universitetet i Oslo.

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Publisert 31. juli 2013 14:12 - Sist endret 17. aug. 2021 10:43

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