Browsing NTNU Open by Author "Smith, Kari"
Now showing items 1-20 of 28
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Å undervise om å undervise - Lærerutdanneres kompetanse sett fra deres eget og fra lærerstudenters perspektiv
Ulvik, Marit; Smith, Kari (Journal article; Peer reviewed, 2016)Artikkelen retter søkelyset mot lærerutdannere, en gruppe som hittil har blitt viet liten oppmerksomhet i forskningslitteraturen. I europeisk sammenheng er det ingen enhetlig forståelse for yrkesgruppen og for hvilke ... -
Collaborative teacher educator professional development in Europe: different voices, one goal
Lunenberg, Mieke; Murray, Jean; Smith, Kari; Vanderlinde, Ruben (Journal article; Peer reviewed, 2017)In this article we present an embedded case study focused on the learning activities provided for and by us through our involvement in an international forum focused on the professional development of teacher educators. ... -
«Det handler om å finne sin egen form» Læreres profesjonelle handlingsrom − hvordan det blir forstått og utnyttet
Helleve, Ingrid; Ulvik, Marit; Smith, Kari (Journal article; Peer reviewed, 2018)Målet med denne studien er å undersøke hvordan lærere forstår og tolker sitt profesjonelle handlingsrom og hvordan de, basert på denne erfaringen, har opplevd å nå sine egne mål over tid. Studien, som er del av en internasjonal ... -
Developing teachers’ responsive pedagogy in mathematics, does it lead to short-term effects on student learning?
Gamlem, Siv Therese Måseidvåg; Kvinge, Lars Malvin Røsseland; Smith, Kari; Engelsen, Knut Steinar (Journal article; Peer reviewed, 2019)In this study, we examine the short-term effects of an intervention aimed at developing teachers’ responsive pedagogy in mathematics. The study analyses how an emphasis on responsive pedagogy in 9th grade classrooms over ... -
Educating for the future: A conceptual framework of responsive pedagogy
Smith, Kari; Gamlem, Siv Therese Måseidvåg; Sandal, Ann Karin; Engelsen, Knut Steinar (Journal article; Peer reviewed, 2016)Schools of today are educating for an unknown future, and knowledge of today will become partly irrelevant in 20–30 years. Teaching and assessment focusing on the learning of factual knowledge will not serve the needs of ... -
Educating Teacher Educators: International Perspectives
Cochran-Smith, Marilyn; Grudnoff, Lexie; Orland-Barak, Lily; Smith, Kari (Peer reviewed; Journal article, 2019)The people who prepare teachers – teacher educators – are often explicitly or implicitly held accountable for teacher quality and are frequently blamed when school students do not meet national or international expectations. ... -
Educating the Educators: Policies and Initiatives in European Teacher Education
Murray, Jean; Lunenberg, Mieke; Smith, Kari (Chapter, 2017)After analysis of international policies for teacher educators’ professional development, this chapter uses case studies of teacher educators’ professional development in the Netherlands, England and Norway, contextualised ... -
Expansive Learning for Teacher Educators- The Story of the Norwegian National Research School in Teacher Education (NAFOL)
Smith, Kari (Peer reviewed; Journal article, 2020)Internationally there is an increased focus on developing a research-based teacher education, and Norway is no exception. Teacher educators play a key role in teacher education, and research has become central to their ... -
Feedback practice as responsive pedagogy in teaching English as a foreign language
Vattøy, Kim-Daniel (Doctoral theses at NTNU;2020:265, Doctoral thesis, 2020)The objective of the thesis is to examine conditions that facilitate feedback practice as responsive pedagogy in teaching English as a foreign language (EFL). The thesis comprises three articles and a meta-text. The research ... -
“In this class we are so different that I can be myself!” Intercultural dialogue in a first grade upper secondary school in Norway
Solbue, Vibeke; Helleve, Ingrid; Smith, Kari (Journal article; Peer reviewed, 2017)Focus of this article is immigrant youth and Norwegians-born to immigrant parents in upper secondary school in Norway. The study was conducted in a first year of a general study class in upper secondary school, where 11 ... -
“In this class we are so different that I can be myself!” Intercultural dialogue in a first grade upper secondary school in Norway
Solbue, Vibeke; Helleve, Ingrid; Smith, Kari (Journal article; Peer reviewed, 2017)Focus of this article is immigrant youth and Norwegians-born to immigrant parents in upper secondary school in Norway. The study was conducted in a first year of a general study class in upper secondary school, where 11 ... -
The Janus-Faced Teacher Educator
Smith, Kari; Flores, Maria Assunção (Peer reviewed; Journal article, 2019)This paper focuses on the Janus face-teacher educator and researcher. Drawing on existing international literature, our aim is to position ourselves in the discussion relating to our own and other research. In this paper ... -
Learning from the past to shape the future
Smith, Kari (Journal article; Peer reviewed, 2017)This paper is a personal narrative of a journey from teaching to teacher educator, and researcher. The first part of the paper tells the professional story which at first glance is a rather common trajectory into teacher ... -
Leaving teaching: lack of resilience or sign of agency?
Smith, Kari; Ulvik, Marit (Journal article; Peer reviewed, 2017)Alarming numbers of teacher attrition are reported in many countries, including in Norway. Whereas most of the research tells about personal and professional negative experiences which have a harmful impact on teachers’ ... -
Lærerutdanneres profesjonelle utvikling
Ulvik, Marit; Smith, Kari (Journal article; Peer reviewed, 2018)Mens læreres profesjonelle utvikling jevnlig har blitt behandlet i forskningslitteraturen, er interessen for lærerutdanneres utvikling av nyere dato. Å være lærerutdanner beskrives som en kompleks rolle der en både skal ... -
Moving from traditional to responsive mathematics classrooms: a proposition of an intervention model
Haara, Frode Olav; Engelsen, Knut Steinar; Smith, Kari (Peer reviewed; Journal article, 2020)This article discusses how mathematics didactics can be inspired by and further developed through responsive pedagogy, understood as feedback directed at self-regulation and self-efficacy, in mathematics teaching. The ... -
NAFOL - en forskerskole for norsk lærerutdanning : en studie i akademisk praksis i lys av praksisarkitekturer og komplementære forståelsesformer fra vitenskap og kunst
Østern, Anna-Lena; Smith, Kari (Journal article; Peer reviewed, 2017)Hensikten med denne artikkelen er å belyse hvordan konseptet for den nasjonale forskerskolen for lærerutdanningene, NAFOL (2010-2021), er designet, og hvordan oppdraget å være en merverdi i forskerutdanning er konkretisert ... -
Partnerships in Teacher Education – Going Beyond the Rhetoric, with Reference to the Norwegian Context
Smith, Kari (Peer reviewed; Journal article, 2016)Teacher education plays a central role in education and relates to various stakeholders of education. Currently, teacher education is not perceived as the sole responsibility of higher education institutions, and they are ... -
Partnerstva v izobraževanju učiteljev – Onkraj retorike, s poudarkom na Norveškem kontekstu
Smith, Kari (Peer reviewed; Journal article, 2016)Teacher education plays a central role in education and relates to various stakeholders of education. Currently, teacher education is not perceived as the sole responsibility of higher education institutions, and they are ... -
Performing the pre-formed: Towards a conceptual framework for understanding teaching as curricular transformation
Kvinge, Øystein Røsseland; Espeland, Magne; Smith, Kari (Journal article; Peer reviewed, 2018)Presentation is the default mode of communication in higher education. Teacher education is no exception, and student teachers learn the practice of presenting by observing their subject teachers and by performing their ...