Browsing NTNU Open by Author "Smith, Kari"
Now showing items 1-20 of 43
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Assessment during COVID-19: Students and Teachers in Limbo When the Classroom Disappeared
Sandvik, Lise Vikan; Svendsen, Bodil; Strømme, Alex; Smith, Kari; Sommervold, Oda Aasmundstad; Angvik, Stine Aarønes (Journal article; Peer reviewed, 2022) -
Balancing teacher educators’ researcherly and pedagogical dispositions–an example from Norway
Smith, Kari (Peer reviewed; Journal article, 2022)The role of research in teacher education is a widely discussed topic by policymakers as well as by researchers and practitioners. At the policy level, there seems to be a general claim that teacher education shall be ... -
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 a signature pedagogy for doctoral education
Smith, Kari (Peer reviewed; Journal article, 2022)The number of doctoral students internationally is on the increase, yet low completion rates seem to be stable. Universities need to learn from each other to strengthen doctoral education. In doctoral education, the person ... -
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 teachers for the future school- the challenge of bridging between perceptions of quality teaching and policy decisions:reflections from Norway
Smith, Kari (Peer reviewed; Journal article, 2021)Teacher quality, or ‘the good teacher’ is not clearly defined in Norway, nor are there specific standards for measuring teacher quality. Everybody has an opinion about the good teacher, and teacher quality is frequently ... -
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 ... -
Entrance into teaching and need for support- narratives from diverse national and local contexts
Ulvik, Marit; Helleve, Ingrid; Smith, Kari (Peer reviewed; Journal article, 2021)Denne studien undersøker hvordan en gruppe nye lærere i ulike nasjonale og lokale sammenhenger erfarer inngangen til læreryrket. Studien er basert på narrativer fra nye lærere i Australia, England og Norge. Ved å lytte til ... -
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 ... -
Feedback practice in lower secondary school: Exploring development of perceptions of feedback practice among students and teachers
Sandal, Ann Karin; Helleve, Ingrid; Smith, Kari; Gamlem, Siv Therese Måseidvåg (Peer reviewed; Journal article, 2022)This article reports on a qualitative study investigating how perceptions of feedback and feedback practice developed over the course of a seven-month development project with students and teachers in ten lower secondary ... -
“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 ... -
Koordinert samhandling skapt gjennom dialog og relasjonsbygging – eit fundament for utvikling av motstandsdyktige lag i norsk elitefotball
Grinde, Ole Erik (Doktoravhandlinger ved NTNU;2022:114, Doctoral thesis, 2022)English abstract In this survey, I follow an elite league team in football as a member of the coaching team. The aim of this study is to increase knowledge about how coaches through challenge and support in everyday life ... -
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’ ...