Browsing NTNU Open by Author "Sjølie, Ela"

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A Case Study of Lesson Study - How could Lesson Study contribute to collaborative professional learning in Norwegian schools?

Goldshaft, Beverley (Master thesis, 2016)

This study seeks to understand the phenomenon Lesson Study as a model for continuing professional development for teachers. Our rapidly changing, increasingly complex society demands greater challenges on education today ...
Communicative learning spaces and learning to become a teacher

Sjølie, Ela; Francisco, Susanne; Langelotz, Lill (Journal article; Peer reviewed, 2018)

This paper explores teacher learning. It focuses on access to ‘communicative learning spaces’ (a concept we coin and develop within this paper) and argues that the creation of such spaces can be a powerful enabler of teacher ...
Pedagogy is just common sense: A case study of student teachers’academic learning practices

Sjølie, Ela (Doktoravhandlinger ved NTNU, 1503-8181; 2014:228, Doctoral thesis, 2014)

The backdrop for this thesis is the persisting criticism against teacher education. Teacher education is claimed to be overly theoretical, unrealistic, and distant from practice. As a result of this criticism, teacher ...
Student teachers’ criticism of teacher education – through the lens of practice architectures

Sjølie, Ela; Østern, Maria Anna-Lena Viola (Peer reviewed; Journal article, 2020)

This paper explores student teachers’ academic preparation to be teachers. Despite the fact that a persisting criticism is directed towards the ‘academic’ part of teacher education, we know little about student teachers’ ...
Teachers’ conceptions and uses of student collaboration in the classroom

Liebech-Lien, Beathe; Sjølie, Ela (Peer reviewed; Journal article, 2020)

Background The ability to collaborate is a central competence that students need to be taught in school, in order to prepare them for the social and work realities that they will face in the 21st century. Research shows ...
When the form stands in the way of content – a study of student teachers’ reading practices

Sjølie, Ela (Journal article; Peer reviewed, 2015)

Even though recurring criticism has been directed against the academic part of teacher education, little research has focused on student teachers as they engage in their academic studies. Reporting on a study of 53 Norwegian ...

Browsing NTNU Open by Author "Sjølie, Ela"

A Case Study of Lesson Study - How could Lesson Study contribute to collaborative professional learning in Norwegian schools? ﻿

Communicative learning spaces and learning to become a teacher ﻿

Pedagogy is just common sense: A case study of student teachers’academic learning practices ﻿

Student teachers’ criticism of teacher education – through the lens of practice architectures ﻿

Teachers’ conceptions and uses of student collaboration in the classroom ﻿

When the form stands in the way of content – a study of student teachers’ reading practices ﻿

A Case Study of Lesson Study - How could Lesson Study contribute to collaborative professional learning in Norwegian schools?

Communicative learning spaces and learning to become a teacher

Pedagogy is just common sense: A case study of student teachers’academic learning practices

Student teachers’ criticism of teacher education – through the lens of practice architectures

Teachers’ conceptions and uses of student collaboration in the classroom

When the form stands in the way of content – a study of student teachers’ reading practices