Browsing NTNU Open by Author "Sjølie, Ela"
Now showing items 1-14 of 14
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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 ... -
Learning as a liminal process. A student perspective of action-based entrepreneurship education
Brandshaug, Sigrid Westad (Doctoral theses at NTNU;2024:140, Doctoral thesis, 2024)English summary This thesis explores the phenomenon of learning challenges in action-based entrepreneurship education (EE) and how students learn from coping with such challenges. Action-based approaches comprise experiential ... -
Learning of academics in the time of the Coronavirus pandemic
Sjølie, Ela; Francisco, Susanne; Mahon, Kathleen; Kaukko, Mervi; Kemmis, Stephen (Peer reviewed; Journal article, 2020)This article explores academics’ learning. Specifically, it focuses on how academics have come to practise differently under the abrupt changes caused by responses to the Coronavirus pandemic. We argue that people’s ... -
Learning to Collaborate in a Project-based Graduate Course: A Multilevel Study of Student Outcomes
Johnsen, Mette Mari Wold; Sjølie, Ela; Johansen, Vegard (Peer reviewed; Journal article, 2023)The context of this study is an interdisciplinary project-based course at a large public university in Scandinavia. The course is taught annually to 3,300 graduate students from all fields of study, and learning to collaborate ... -
Measuring the sociability of virtual learning environments for interdisciplinary student teams – a validation study
Sjølie, Ela; Van Petegem, Peter (Journal article; Peer reviewed, 2022) -
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 ... -
Social interaction and agency in self-organizing student teams during their transition from face-to-face to online learning
Sjølie, Ela; Espenes, Thomas Christian; Buø, Ruth (Peer reviewed; Journal article, 2022)Online collaboration is becoming increasingly more common in work life and education, a development that is accentuated by the Covid-19 pandemic. It is thus imperative that students learn to work in and as teams in online ... -
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’ ... -
Student teachers’ research and development (R&D) practice - constraining and supporting practice architectures
Goldshaft, Beverley; Sjølie, Ela; Johannesen, Monica (Peer reviewed; Journal article, 2022)An important aim of teacher education is to produce teachers who are innovators and education researchers who engage in continuous learning about teaching as part of their professional lives. For student teachers to develop ... -
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 ... -
Team-skills training and real-time facilitation as a means for developing student teachers’ learning of collaboration
Sjølie, Ela; Strømme, Alex; Boks-Vlemmix, Juliette E P (Peer reviewed; Journal article, 2021)This mixed-methods study investigates whether and how team-skills training and real-time facilitation can enhance students' learning of collaboration. Two hundred and fifty-seven student teachers carried out a group task ... -
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 ... -
Working together for cooperative learning: An inquiry into how collaborating in teacher teams can enhance teaching practice
Liebech-Lien, Beathe (Doctoral theses at NTNU;2022:9, Doctoral thesis, 2022)Summary Working together for cooperative learning: An inquiry into how collaborating in teacher teams can enhance teaching practice The ability to collaborate is increasingly seen as a vital competence that students ...