Annette-Pascale Denfeld

• Denfeld, Annette-Pascale & Canrinus, Esther T. (2027). Between rights and realities: Teachers' perspectives on ensuring a safe school environment, Teachers in a World in Transition. Routledge. ISSN 9781003678885. p. 117–131. doi: 10.4324/9781003678885-9. Full text in Research Archive Show summary

  This chapter discusses teachers’ responses to changes to the Norwegian Education Act that strengthened pupils’ right to a safe and good environment. Teachers face a duty to act if a pupil subjectively perceives, for example, bullying or social exclusion. The law is accompanied by extended documentation, control mechanisms, and complaint procedures, constituting a shift toward juridification in education. Comments of 19 teachers left in two quantitative studies were analyzed, and the teachers’ views are presented as three overarching themes: unintended consequences for pupils, consequences for teachers, and collaboration with other stakeholders.

• Denfeld, Annette-Pascale; Canrinus, Esther Tamara & Dalehefte, Inger Marie (2025). Triggering the Duty to Act: Teachers' Approach to the Norwegian Law on Students' Psychosocial Environment. European Journal of Education. ISSN 0141-8211. 60(1). doi: 10.1111/ejed.70046. Full text in Research Archive Show summary

  Chapter 9A of the Norwegian Education Act obligates teachers to act upon any suspicion of deficits in the school environment. This cross-sectional study explores teachers' (n = 140) perceptions and motivations in terms of initiating cases according to 9A, considering both accountability and responsibility. Teachers' job satisfaction and self-efficacy are associated with their approach to 9A. The strongest predictor of case initiation is how difficult teachers perceive taking action to be. Other significant predictors are their content knowledge and the law's perceived effect. These findings have significance for policymakers, teacher education, and professional communities in schools.

• Denfeld, Annette-Pascale (2024). Combining a safe psychosocial environment and professionalism - Norwegian teachers' responsibility and accountability in enacting the Education Act. In Knudsen, Lars Emmerik Damgaard; Wiberg, Merete; Petersen, Karen Bjerg & Haastrup, Lisbeth (Ed.), Teacher Ethics and Teaching Quality in Scandinavian Schools: New Reflections, Future Challenges, and Global Impacts. Routledge. ISSN 9781032509303. doi: 10.4324/9781003407775-10. Full text in Research Archive
• Denfeld, Annette-Pascale; Canrinus, Esther Tamara & Dalehefte, Inger Marie (2023). Teacher identity in work with students' psychosocial environment: A systematic review of quantitative research. Psychology in the Schools. ISSN 0033-3085. 60(12), p. 5041–5061. doi: 10.1002/pits.23001. Full text in Research Archive Show summary

  This article is a contribution to understanding teacher identity related to working with students' psychosocial environment (PSE). A systematic review of quantitative studies (n = 10) analyzing the relations between components of teacher identity and teachers' work with the PSE is presented. Findings indicate significant relations between the identity components task-related self-efficacy and job satisfaction along with likelihood or frequency of intervention in bullying situations. However, results regarding relations between general teaching efficacy or task perception and teachers' approach to bullying were inconclusive. Findings suggest that teachers' self-efficacy and job satisfaction as identity domains play an important role in students' PSE. This information has implications for teacher education, professional development, and policymakers.

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• Brehmer, Mareike; Denfeld, Annette-Pascale; Eklund, Gunilla Brita Maria & Løvland, Anne (2026). Hva er studentenes syn på den overordnede rollen og ansvarsområdene til studenten og veilederen i masterveiledningen? Full text in Research Archive Show summary

  I rammeplanen for grunnskolelærerutdanningene (1.-10. trinn) innførte Kunnskapsdepartement femårige, forskningsbaserte masterprogrammer. Masteroppgavekravet økte behovet for profesjonell veiledningskompetanse. Med utgangspunkt i intervjuer med ti veiledere har Eklund & Løvland (2025) beskrevet sentrale ansvarsområder som former veilederrollen: prosjektets faglighet, oppgavens akademiske form, bruk av vitenskapelig metode, prosjektets sluttkvalitet, prosjektledelse og tilpasning til studentens personlige omstendigheter. I denne nye påbegynte studien har vi utviklet et digitalt spørreskjema basert på disse ansvarsområdene for å besvare forskningsspørsmålet «Hva er studentenes syn på den overordnede rollen og ansvarsområdene til studenten og veilederen i masterveiledningen?» Vi vil invitere lærerstudenter fra alle relevante norske universiteter og høyskoler (11) som skriver masteroppgave dette semesteret til å delta. Hvert ansvarsområde operasjonaliseres med 3–5 ledd fra både student- og veilederperspektiv (for eksempel ansvar for prosjektets faglighet: «Veilederen bør introdusere meg for relevant litteratur og aktuell forskning.» og «Jeg er ansvarlig for å finne relevant litteratur og aktuell forskning.»). Vi tester tre hypoteser ved hjelp av konfirmatorisk faktoranalyse og bivariat korrelasjonsanalyse: (H1) Rollene består av seks distinkte ansvarsområder. (H2) Det er negativ sammenheng mellom studentens og veilederens ansvarsområder. (H3) Det er negativ sammenheng mellom rollene. Studien skal bidra til en mer differensiert utvikling av veilederkompetanse i lærerutdanningene.

• Aanensen, Mariette & Denfeld, Annette-Pascale (2026). Fagsamling Tilskuddsordningene: Inkluderende praksis og utviklingsarbeid - Østre Agder, nettverk, samling 6. Full text in Research Archive Show summary

  Veien hit og veien videre: Kartlegging og evaluering, inkluderende praksis og verktøy i prosessarbeid, medvirkning og barnets beste

• Denfeld, Annette-Pascale (2026). Læreres møte med loven om skolemiljøet - profesjonelt skjønn og økt rettsliggjøring. doi: https:/www.uia.no/arrangementer/lordagsuniversitetet/program/kristiansand/april26-2. Full text in Research Archive Show summary

  Lovendringene i kapittel 9 A (nå kapittel 12) i opplæringsloven var et viktig tiltak for å sikre elevenes rett til et trygt og godt skolemiljø. Det reviderte lovverket innførte tydelige juridiske krav til skolene, samt en aktivitets- og dokumentasjonsplikt for lærerne. Men det er et spørsmål om hvorvidt ansvarlighetsmekanismer og økt rettsliggjøring kan utfordre læreres profesjonelle skjønn. Kan frykt for negative konsekvenser, eller for å bli holdt ansvarlig, virke hemmende for læreres handlinger? Flere lærere gir uttrykk for at de opplever uklar ansvarsfordeling og usikkerhet knyttet til egen kunnskap om lovverket. I tillegg påpeker noen at lovendringene ikke har ført til en tydelig forbedring av elevenes skolemiljø, og det er usikkert om lærerne opplever de lovpålagte pliktene som meningsfulle i praksis. Foredraget belyser individuelle faktorer som påvirker læreres tilnærming til lovverket, og peker på en mulig risiko for at lærernes rolle i arbeidet med å fremme et trygt og godt skolemiljø kan overstyres av dokumentasjonskrav og rettsliggjøring.

• Denfeld, Annette-Pascale & Canrinus, Esther Tamara (2026). Between rights and realities: Teachers' perspectives on ensuring a safe school environment. doi: https:/virtual.oxfordabstracts.com/event/75373/program?session=204758&date=%222026-3-4%22. Full text in Research Archive
• Aanensen, Mariette & Denfeld, Annette-Pascale (2026). Fagsamling Tilskuddsordningene: Inkluderende praksis og utviklingsarbeid - Østre Agder, nettverk, samling 5. Full text in Research Archive Show summary

  Kritisk blikk på egen praksis: Læreplanens mulighetsrom, smal og vid tilnærming til inkludering, praktiske og estetiske læreprosesser

• Denfeld, Annette-Pascale (2025). Loven vernar elevane – men lærarane er usikre - Universitetet i Agder. [Internet]. UiA. Full text in Research Archive Show summary

  Elevar vann fram i 90 prosent av klagesakene mot skular. Men kvar femte lærar er usikker på eigen kunnskap om loven som skal sikre eit trygt skulemiljø.

• Denfeld, Annette-Pascale (2025). Teacher professionalism and Chapter 9 A. Full text in Research Archive Show summary

  Presentasjon av forskningsresultater fra avhandlingen om hvordan lærerne opplevde innføringen av kapittel 9 A (retten til et trygt og godt skolemiljø): læreres opplevelse av innføringen av loven, sammenhenger med jobbtilfredshet og mestringsforventninger.

• Aanensen, Mariette & Denfeld, Annette-Pascale (2025). Fagsamling Tilskuddsordningene: Inkluderende praksis og utviklingsarbeid - Østre Agder, nettverk for virksomhetsbasert utvikling, 2. Full text in Research Archive Show summary

  Profesjonelle læringsfellesskap, SMTTE som ramme for utviklingsarbeid

• Aanensen, Mariette & Denfeld, Annette-Pascale (2025). Fagsamling Tilskuddsordningene: Inkluderende praksis og utviklingsarbeid - Østre Agder, nettverk, samling 4. Full text in Research Archive Show summary

  Inkluderende praksis (skolen som regulerende miljø), SMTTE modellen som ramme for utviklingsarbeid - tiltak

• Denfeld, Annette-Pascale & Aanensen, Mariette (2025). Fagsamling Tilskuddsordningene: Inkluderende praksis og utviklingsarbeid - Østre Agder, nettverk, samling 3. Full text in Research Archive Show summary

  Inkluderende praksis (differensiering på individnivå og fellesskapende didaktikk), SMTTE modellen som ramme for utviklingsarbeid

• Aanensen, Mariette & Denfeld, Annette-Pascale (2025). Fagsamling Tilskuddsordningene: Inkluderende praksis og utviklingsarbeid - Østre Agder, nettverk samling 2. Full text in Research Archive Show summary

  Inkluderende praksis (opplevelse av fellesskap), Ståstedsanalysen, SMTTE modellen som ramme for utviklingsarbeid

• Aanensen, Mariette & Denfeld, Annette-Pascale (2025). Fagsamling Tilskuddsordningene Inkluderende Praksis 1 - ØA Sone 1, Nettverk B. Full text in Research Archive
• Aanensen, Mariette & Denfeld, Annette-Pascale (2025). Fagsamling Tilskuddsordningene: Inkluderende praksis og utviklingsarbeid - Østre Agder, nettverk, samling 1. Full text in Research Archive Show summary

  Inkluderende praksis (inkluderingsforståelser, tidlig innsats), kartleggingsarbeid, Ståstedsanalysen

• Aanensen, Mariette & Denfeld, Annette-Pascale (2025). Fagsamling Tilskuddsordningene: Inkluderende praksis og utviklingsarbeid - Østre Agder, nettverk for virksomhetsbasert utvikling, 1. Full text in Research Archive Show summary

  Kartlegging og ståstedsanalysen, inkluderende praksis (grupper og sosiale nettverk, inkludering i møtet med elever som utfordrer)

• Denfeld, Annette-Pascale; Canrinus, Esther Tamara & Dalehefte, Inger Marie (2024). A matter of perspective: How a safe environment for all impacts teachers. Full text in Research Archive
• Canrinus, Esther Tamara & Denfeld, Annette-Pascale (2024). Praksisnær undervisning ved UiA - PPU mellom campus og klasserommet. Full text in Research Archive
• Denfeld, Annette-Pascale; Canrinus, Esther Tamara & Dalehefte, Inger Marie (2024). A matter of perspective: How a safe environment for all impacts teachers. Full text in Research Archive
• Denfeld, Annette-Pascale; Canrinus, Esther Tamara & Dalehefte, Inger Marie (2023). Norwegian teachers and a safe psychosocial environment: accountability, responsibility, and identity. Full text in Research Archive
• Denfeld, Annette-Pascale; Canrinus, Esther Tamara & Dalehefte, Inger Marie (2022). Teachers encountering the Education Act: How do Norwegian teachers’ self-efficacy and job satisfaction relate to reporting cases of impaired psychosocial environment? Full text in Research Archive
• Denfeld, Annette-Pascale; Canrinus, Esther Tamara & Dalehefte, Inger Marie (2021). Follow the act or consider the consequences? Teachers’ ethics, self-efficacy and job satisfaction. Full text in Research Archive
• Denfeld, Annette-Pascale (2024). Teacher professionalism and Chapter 9 A. Factors of professional conduct in the enactment of a law on students' psychosocial environment. Universitetet i Agder. ISSN 9788284272344. Full text in Research Archive Show summary

  The enactment of the revised Chapter 9 A of the Norwegian Education Act (2017) considerably strengthened students’ rights to a safe environment (Støen & Gutzwiller-Helfenfinger, 2023). The obligation to act that comes with Chapter 9 A constitutes an intensification and expansion of teachers’ duties. Teachers have to act on any suspicion of a student not having a safe psychosocial environment at school. Whether a school must take action, the new law and its associated instructions (Directorate of Education, 2022; Education Act, 2017) clarify, hinges on its students’ subjective experience. Moreover, the responsibility to act according to 9 A comprises conditions in the spare time or outside school premises (Directorate of Education, 2022; Education Act, 2017). The new law also strengthened its emphasis of student and parent participation: if students or parents are not satisfied with the school’s handling of their case, they can refer their case directly to the county governor. While the law has brought about clear demands and regulations, bullying numbers have not been reduced after its enactment (Directorate of Education, 2024), and a national inspection revealed shortcomings in schools handling the deficiencies in the school environment (Directorate of Education, 2023b). This dissertation aimed to study teachers’ professionalism when encountering the revised 9 A. The meeting between the teacher and the law was understood as organizational and performative aspects of professionalism at various ecological levels (Bronfenbrenner, 1977, 2005). This study thus explored not only the implications of 9 A for teachers’ professionalism, but also their perceptions of and approaches to working with deficient psychosocial environments as per 9 A procedures and the dispositional and situational factors related to it. Three publications constitute this dissertation. The first is a systematic review of the quantitative research that links domains of teacher identity to teachers’ work with their students’ psychosocial environment. The second discusses the theoretical implications of 9 A’s enactment for teachers’ accountability (Molander et al., 2012) and responsibility (Lauermann & Karabenick, 2011) and presents a minor quantitative study, exploring teachers’ perceived difficulty of initiating 9 A cases in light of potential undesirable personal consequences or debatable responsibility and how likely they are to initiate such cases. Further explored are the relationships between perceived difficulty and the likelihood ofinitiating cases and teachers’ job satisfaction, self-efficacy, and their confidence in their knowledge of the revised law. The third publication is a quantitative study on how teachers evaluate several aspects of 9 A’s implementation and how these aspects as well as teachers’ job satisfaction and self-efficacy relate to their perceived difficulty and their likelihood of initiating 9 A cases that highlight a personal accountability or debatable responsibility. This dissertation’s results indicate that, while 9 A’s enactment has ushered in structural accountability mechanisms, epistemological mechanisms might not be as well established. Teachers who participated in the project perceive difficulties in initiating 9 A cases when facing circumstances of undesirable consequences, debatable responsibility, or personal accountability. The results imply relationships between teachers’ approach to 9 A and individual factors. Job satisfaction and self-efficacy also appear to be related to teachers’ work with their students’ psychosocial environment. The results further suggest that a perceived positive effect of the law on students’ environment, teachers’ perception of clear routines and regulations, and their confidence in their knowledge of the law are related to a lesser perceived difficulty and a higher likelihood of initiating cases.

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