Blar i forfatter Artikler, rapporter og annet (lærerutdanning og pedagogikk) "Aspfors, Jessica"

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    • Early career teachers’ role in school development and professional learning 

      Antonsen, Yngve; Aspfors, Jessica; Maxwell, Gregor Ross (Journal article; Tidsskriftartikkel; Peer reviewed, 2024-01-23)
      School improvement efforts rely on teachers’ capacity for professional development and learning. We investigate the kind of roles taken by early career teachers (ECTs) with a master’s degree from a research-based teacher education programme in relation to professional learning and school development in Norwegian schools after five years in the profession. The conceptual framework includes research ...

    • Newly qualified teachers’ understandings of research-based teacher education practices - Two cases from Finland and Norway 

      Jakhelln, Rachel Elise; Eklund, Gunilla Brita Maria; Aspfors, Jessica; Bjørndal, Kristin Emilie W; Stølen, Gerd (Journal article; Tidsskriftartikkel; Peer reviewed, 2019-09-12)
      This study examines newly qualified teachers’ (NQTs) understandings of research-based teacher education practices by looking at two cases in Finland and Norway. The NQTs were interviewed after they had finished their master’s degrees and before they started their careers. The results of the individual semistructured interviews and a thematic analysis revealed a weak connection between research-based ...

    • Solo, collaborative or collective? Newly qualified teachers’ experiences of being stirred into induction practices 

      Antonsen, Yngve; Jakhelln, Rachel Elise; Aspfors, Jessica; Bjørndahl, Kristin (Journal article; Tidsskriftartikkel; Peer reviewed, 2023-06-22)
      This study investigated newly qualified primary and lower secondary school teachers with a master’s degree in Norway and how they experienced being stirred into induction practices in their school. The theory of practice architectures was the theoretical framework used in the analysis, and the term ‘stirred into’ refers to the dynamics of entering and becoming a practitioner of a specific practice. ...