Ilmi Willbergh

• Johansen, Bjørn Andreas & Willbergh, Ilmi (2026). The power of the exemplary: quality teaching in a pedagogical development course in higher education. Higher Education. ISSN 0018-1560. doi: https:/link.springer.com/article/10.1007/s10734-026-01731-0. Full text in Research Archive Show summary

  Research points to the importance of a more practice-oriented approach to pedagogical development courses in higher education. In this article, we ask: How are examples of quality teaching expressed by participants in a pedagogical development course and how do they perceive them as meaningful? Employing an ethnographic research design, the study draws on empirical data from seventeen semi-structured interviews, eighteen individual written assignments and fieldnotes from participant observation throughout the course. By using Bildung-centered general didactics and andragogy as a theoretical lens, the results indicate that quality teaching is a matter of (1) selecting the content, (2) exploring the content, and (3) establishing presence and dialogue. These examples are perceived as meaningful because they provide concrete, practice-oriented approaches for restraining and interpreting the content, drawing on prior experiences, and fostering shared and exploratory learning environments. The study argues that Bildung-centered general didactics and andragogy function as a translator between university teachers’ existing understandings of teaching and knowledge, thereby supporting their professional development. Based on the results, the paper outlines recommendations for enhancing professional development courses to better support university teachers’ ongoing professional development.

• Willbergh, Ilmi (2024). Significance of teaching content. In Rata, Elizabeth (Eds.), Research Handbook on Curriculum and Education. Edward Elgar Publishing. ISSN 9781802208535. p. 168–179. doi: 10.4337/9781802208542.00019. Full text in Research Archive
• Willbergh, Ilmi (2024). Lærerstudenters kunstforståelse – utfordringer for videreutvikling av Den kulturelle skolesekken. Nordisk tidsskrift for pedagogikk og kritikk. 10(2), p. 46–59. doi: 10.23865/ntpk.v10.6245. Full text in Research Archive Show summary

  Det er gjort lite forskning på lærerutdanningenes betydning for Den kulturelle skolesekken. DKS er en ordning som skal sikre at alle skoleelever i Norge får tilbud om å oppleve profesjonell kunst og kultur gjennom sin skolegang. På bakgrunn av dette undersøker denne artikkelen: Hvilke forståelser av kunst i skolen aktualiseres av lærerstudenter, og hvilke utfordringer kan dette medføre for videreutvikling av Den kulturelle skolesekken? Forskningsspørsmålet belyses gjennom kvalitativ analyse av empiri fra en fokusgruppeundersøkelse blant lærerstudenter innenfor rammen av en eksplorativ casestudie ved en lærerutdanningsinstitusjon i Norge. Lærerstudentenes kunstforståelse aktualiserer individualiserte posisjoner, med trekk av både det danningsorienterte følelsesmessige og en personalisert kundeposisjon. Kunnskaps-, samfunns- og verdensorienterte kunstforståelser er lite til stede. Dette utfordrer videreutvikling av Den kulturelle skolesekken gjennom at det vil kunne medføre et sterkere krav om relevans for, og tilpasning til, elevene fra ulike interessentgrupper i skolesystemet, som igjen vil øke presset på samarbeidet mellom de kulturelle aktørene i ordningen og skolen. Disse utfordringene kan forstås i lys av resultatstyringa av skolen, som fører til stadig økte krav fra interessentgruppene i skolesystemet. Mulige løsninger på utfordringene kan være å integrere undervisningen i estetiske læringsprosesser bedre i lærerutdanningene, gjennom en tydeligere teori- og forskningsbasert undervisning i de kunnskaps-, samfunns- og verdensorienterte forståelsene av kunstens betydning for elever.

• Jensen, Andreas Reier & Willbergh, Ilmi (2023). The Dog as an Unaware Pedagogical Agent in a School Reading Course. Anthrozoos. ISSN 0892-7936. doi: 10.1080/08927936.2023.2232657. Full text in Research Archive Show summary

  In this study, we observed pupils reading to a dog in a school reading course and asked: How can the pedagogic rituals of schooling explain the dog’s role as a non-judgmental listener? In a qualitative case-study design, video observation was conducted over seven months in a Norwegian primary school to observe year-three pupils’ (average age 8 years) reading experiences with a dog as part of their ordinary reading instruction course. The dog was a male, 10-year-old standard poodle. The children’s school and their socioeconomic status (SES) were average for Norway. Fourteen children participated, four girls and ten boys, with a total of 112 reading sessions with the dog. Interviews and online data supplemented the observations. A narrative analysis found three main categories of the reading sessions: opening sequence, reading sequence, and concluding sequence. To report our findings in this paper, we present a typical narrative informed by the three categories. We conclude that the role of the dog as a non-judgmental listener in a school reading course can be explained by an invisible pedagogy ritualizing the sessions: The ritual assigns the dog a unique educational role in the school setting as a hybrid between animal and human; an unaware pedagogical agent. When reading to the dog, the instructional intention is reinterpreted as a game of pretense that is potentially enjoyable for the pupils and reduces stress.

• Aasebø, Turid Skarre & Willbergh, Ilmi (2022). Empowering minority students: a study of cultural references in the teaching content. Journal of Curriculum Studies. ISSN 0022-0272. 54(5), p. 618–631. doi: 10.1080/00220272.2022.2095877. Full text in Research Archive Show summary

  Using references to the world outside the classroom is an intrinsic part of teaching content. Cultural references, however, might present a challenge for minority students. This paper investigates how teaching can contribute to the empowerment of all students through a qualitative observational case study of two Norwegian primary and secondary schools. Plenary teaching in two classes at each school was observed for two weeks. Using an abductive research process inspired by linguistic translatory research and Bildung-centred general didactics, we developed categories of universal and particular cultural references in classroom teaching. Universal references are general topics concerning all human beings, while particular references presuppose knowledge of specific cultures. The results are discussed in relation to multicultural research, as well as the ‘postcolonial paradox’. The article concludes that teaching can contribute to the empowerment of all students by combining universal and particular cultural references so that different realms of the human condition are displayed. The challenge for the teacher in this endeavour is to increase the use of non-Western references and to be aware of the postcolonial paradox as an inevitable dilemma when teaching in culturally diverse classrooms.

• Willbergh, Ilmi (2021). Bildung-centered general didactics. In Hytten, Kathy (Eds.), Oxford Research Encyclopedia of Education. Oxford University Press. ISSN 9780190264093. doi: 10.1093/acrefore/9780190264093.013.1554. Full text in Research Archive
• Amdal, Irina Ivashenko & Willbergh, Ilmi (2020). Det produktive praksissjokket: Nyutdannede læreres fortellinger om lærer-elev-forholdet i overgangen fra lærerutdanning til lærerarbeid. Acta Didactica Norden (ADNO). 14(3). doi: 10.5617/adno.8421. Full text in Research Archive
• Willbergh, Ilmi (2019). "Som om"-opplevelser - viktig for demokratiet. In Karlsen, Kristine Høeg & Bjørnstad, Gunhild Brænne (Ed.), Skaperglede, engasjement og utforskertrang. Nye perspektiver på estetiske og tverrfaglige undervisningsmetoder som redskap i pedagogisk virksomhet. Universitetsforlaget. ISSN 9788215029979. p. 225–239. Full text in Research Archive
• Willbergh, Ilmi & Aasebø, Turid Skarre (2018). ‘Sociability before individuality’: lesson structure in lower secondary classrooms. Journal of Curriculum Studies. ISSN 0022-0272. doi: 10.1080/00220272.2018.1558458. Full text in Research Archive
• Brekke, Borghild & Willbergh, Ilmi (2017). Frihet, fantasi og utfoldelse: En studie av estetiske arbeidsformer i lærerutdanningene. Nordisk tidsskrift for pedagogikk og kritikk. 3(1), p. 1–13. doi: 10.23865/ntpk.v3.554. Full text in Research Archive
• Willbergh, Ilmi (2016). Bringing teaching back in: The Norwegian NOU The school of the future in light of the Allgemeine Didaktik theory of Wolfgang Klafki. Nordisk tidsskrift for pedagogikk og kritikk. 2(3), p. 111–124. doi: 10.17585/ntpk.v2.268. Full text in Research Archive
• Willbergh, Ilmi (2016). The representation of reality in teaching: A 'mimetic didactic' perspective on examples in plenary talk. Scandinavian Journal of Educational Research. ISSN 0031-3831. 61(5), p. 616–627. doi: 10.1080/00313831.2016.1172500. Full text in Research Archive
• Willbergh, Ilmi; Midtsundstad, Jorunn H. & Aasebø, Turid Skarre (2015). Mellom danning og resultater? Undervisning i Sogn og Fjordane og Aust-Agder. In Langfeldt, Gjert (Eds.), Skolens kvalitet skapes lokalt: Presentasjon av funn fra forskningsprosjektet "Lærende regioner". Fagbokforlaget. ISSN 9788245018615. p. 217–234. Full text in Research Archive
• Willbergh, Ilmi (2015). Freedom of speech in the classroom. In Hillen, Andrea Stefanie & Aprea, Carmela (Ed.), Instrumentalism in Education - Where is Bildung left?. Waxmann Verlag. ISSN 9783830930549. p. 43–57. Full text in Research Archive
• Aasebø, Turid Skarre; Midtsundstad, Jorunn H. & Willbergh, Ilmi (2015). Teaching in the age of accountability: Restrained by school culture? Journal of Curriculum Studies. ISSN 0022-0272. 49(3), p. 273–290. doi: 10.1080/00220272.2015.1072249. Full text in Research Archive
• Willbergh, Ilmi (2015). The problems of ‘competence’ and alternatives from the Scandinavian perspective of Bildung. Journal of Curriculum Studies. ISSN 0022-0272. 47(3), p. 334–354. doi: 10.1080/00220272.2014.1002112. Full text in Research Archive
• Willbergh, Ilmi & Midtsundstad, Jorunn H. (2012). Et bidrag til profesjonell identitet for opplæringsansvarlige, Opplæring i arbeidslivet. En didaktisk innføring. Fagbokforlaget. ISSN 9788245012682. p. 9–25. Full text in Research Archive Show summary

  Denne boka har bakgrunn i en flerårig satsing på fagfeltene didaktikk og profesjon ved Institutt for pedagogikk, Universitetet i Agder. Gjennom undervisningssamarbeid og forskning vokste det frem et didaktisk prosjekt der kunnskaper om profesjoner og spørsmål om pedagogisk profesjonalitet og etikk, møtte et didaktisk begreps- og tenkesett. Nye spørsmål skapte et behov for å se didaktikk, opplæring og undervisning i andre sammenhenger enn i skolen. Bokas ulike kapitler representerer resultatet av denne prosessen, der den enkelte forfatters didaktiske forskning er anvendt på opplæring i arbeidslivet.

• Willbergh, Ilmi (2012). Arbeid med å gi opplæringens innhold betydning, Opplæring i arbeidslivet. En didaktisk innføring. Fagbokforlaget. ISSN 9788245012682. p. 45–66. Full text in Research Archive Show summary

  Denne boka har bakgrunn i en flerårig satsing på fagfeltene didaktikk og profesjon ved Institutt for pedagogikk, Universitetet i Agder. Gjennom undervisningssamarbeid og forskning vokste det frem et didaktisk prosjekt der kunnskaper om profesjoner og spørsmål om pedagogisk profesjonalitet og etikk, møtte et didaktisk begreps- og tenkesett. Nye spørsmål skapte et behov for å se didaktikk, opplæring og undervisning i andre sammenhenger enn i skolen. Bokas ulike kapitler representerer resultatet av denne prosessen, der den enkelte forfatters didaktiske forskning er anvendt på opplæring i arbeidslivet.

• Hillen, Andrea Stefanie; Sturm, Tanja & Willbergh, Ilmi (2011). Introducing didactic perspectives to contemporary challenges. In Hillen, Andrea Stefanie; Sturm, Tanja & Willbergh, Ilmi (Ed.), Challenges facing contemporary didactics: Diversity of students and the role of new media in teaching and learning. Waxmann Verlag. ISSN 9783830925897. p. 9–21. Full text in Research Archive Show summary

  Didaktik seems to be the core of the professional practice of school teachers. In their day-to-day work, teachers refer to didactical knowledge and concepts that structure their teaching routines. The perspectives taken embrace current empirical and theoretical challenges along with challenges modern societies are facing. To the extent that societies are changing, there is a need to address educational theory as well as educational practice: new issues and opportunities have to be reflected.

• Willbergh, Ilmi (2011). The role of imagination when teaching the diverse group. In Hillen, Andrea Stefanie; Sturm, Tanja & Willbergh, Ilmi (Ed.), Challenges facing contemporary didactics: Diversity of students and the role of new media in teaching and learning. Waxmann Verlag. ISSN 9783830925897. p. 61–73. Full text in Research Archive Show summary

  In the perspective of this paper, the challenge of diversity to teachers is a blending of two considerations: that the subject matter of teaching is cumulative and that the memory of subject matter must somehow be common to the student group, or else it would be impossible to teach. The paper concludes that the teacher can accommodate for common memories as a teaching context shared by the diverse group by keeping the class’s story of subject matter alive and by explicitly encouraging students to share their individual imaginations. This theoretical perspective is constructed from exploring the mimetic aspects of Didaktik, pinpointing the artificiality of schooling by comparing it to Aristotelian Poetics: the teaching matter is constructed by individuals being able to imagine it ‘as if’ it is both real world and subject matter. The human imagination is what makes students able to alternate between these two readings. The demand for imaginary work is further part of the institutionalisation of teaching: the alternation between readings is made possible by school being a connection to the world in its separation from it.

• Willbergh, Ilmi (2011). Mimetic Didaktik: Why "The medium is the message" in teaching. In Hillen, Andrea Stefanie; Sturm, Tanja & Willbergh, Ilmi (Ed.), Challenges facing contemporary didactics: Diversity of students and the role of new media in teaching and learning. Waxmann Verlag. ISSN 9783830925897. p. 157–167. Full text in Research Archive Show summary

  How can digital media contribute to the student’s Bildung in teaching? This paper presents a new set of concepts to deal with this challenge by regarding digital media in the classroom as mimetic objects (mimesis: Gk. imitation, representation, 400-500 BC). When media are used by the teacher to represent content in the classroom, they are not teaching methods neutral to meaning; media have great influence on how meaning is created. The main issues discussed are the challenges for the teacher posed by the digital screen enticing the students’ imagination. In the view of the paper, digital media can contribute to the student’s Bildung in teaching if the teacher, in her showing or telling, takes digital media’s aesthetics appeal to the senses seriously and is able to restrain or frame what is told or shown. The mimetic Didaktik perspective which is presented is supplemented by media aesthetic theory in the tradition of Marshall McLuhan.

• Midtsundstad, Jorunn Haugesten & Willbergh, Ilmi (2010). Hva er didaktikk? Introduksjon. In Midtsundstad, Jorunn Haugesten & Willbergh, Ilmi (Ed.), Didaktikk : nye teoretiske perspektiver på undervisning. Cappelen Damm Akademisk. ISSN 9788202322311. p. 10–18. Full text in Research Archive
• Willbergh, Ilmi (2010). Mimetisk didaktikk som profesjonskunnskap om undervisningsutøvelse. In Midtsundstad, Jorunn Haugesten & Willbergh, Ilmi (Ed.), Didaktikk : nye teoretiske perspektiver på undervisning. Cappelen Damm Akademisk. ISSN 9788202322311. p. 218–236. Full text in Research Archive Show summary

  Ilmi Willberghs tilnærming til lærerprofesjonen gjennom hennes begrep mimetisk didaktikk, fokuserer her på undervisningsutøvelse som profesjonskunnskap. Hun argumenterer for hvordan Skjervheim ikke har tatt høyde for alle aspektene ved Aristoteles? begreper om kunnskap og gjeninnfører metodikkbegrepet. Hennes artikkel: Mimetisk didaktikk som profesjonskunnskap om undervisningsutøvelse, viser hvordan metodikkbegrepet igjen kan bli en sentral del av lærernes profesjonskunnskap.

• Willbergh, Ilmi (2010). Et mimetisk perspektiv på undervisning med digitale medier. In Midtsundstad, Jorunn Haugesten & Willbergh, Ilmi (Ed.), Didaktikk : nye teoretiske perspektiver på undervisning. Cappelen Damm Akademisk. ISSN 9788202322311. p. 97–112. Full text in Research Archive Show summary

  Ilmi Willbergh viser i sin artikkel: Et mimetisk perspektiv på undervisning med digitale medier hvordan digital medier blir brukt med en intensjon om å skape betydning i undervisningen. Hun argumenterer her for et helhetlig didaktisk syn på bruken av digitale medier hvor både lærer, innhold og elev medtenkes som grunnlag for lærerens refleksjon omkring denne form for anskueliggjøring i undervisningen.

• Willbergh, Ilmi (2010). Mimetisk didaktikk: Om undervisning som kunst. In Midtsundstad, Jorunn Haugesten & Willbergh, Ilmi (Ed.), Didaktikk : nye teoretiske perspektiver på undervisning. Cappelen Damm Akademisk. ISSN 9788202322311. p. 46–62. Full text in Research Archive Show summary

  Ilmi Willbergh konkretiserer undervisningens danning i sin artikkel der hun viser hvordan det konkret formgitte læreren viser fram (tekst, medier, ting) representerer innholdet og er ment å lede elevene til å forstå noe nytt. Hun kaller sitt perspektiv: Mimetisk didaktikk: Om undervisning som kunst og utdyper hvordan innholdet får betydning gjennom lærerens profesjonelle gjetting på hva som kan få betydning i skolens sammenheng.

• Willbergh, Ilmi; Børsheim, Ivar; skauerud, Hans Øistein; schaathun, Atle & Spjelkavik, Unn (2009). Educating Tutors and Ourselves. A report from a Collective Effort. [Chapter 19]. In Szücs, András (Eds.), Distance and E-Learning in Transition Learning Innovation, Technology and Social Challenges. John Wiley & Sons. ISSN 9781848211322. p. 291–300. Full text in Research Archive
• Willbergh, Ilmi (2006). Mimesis and the use of digital media in teaching, Hidden dimensions of education. Rhetoric, rituals and anthropology. Waxmann Verlag. p. 50–63. Full text in Research Archive Show summary

  In several respects, digital media work through copies. This article proposes and discusses the possibility of studying the use of digital media in teaching by the concepts of copy and mimesis. Digital media are like, for example, a history book, the flower the teacher picks in the meadow and brings into the classroom, or the map of the world that hangs on the classroom wall; objects of representation. One of the concepts that have been used about representation through western history is mimesis, which offers a perspective for studying the connection between representations and imagination. This article approaches the problem through the use of Kendall L. Walton?s theory of representation.

• Willbergh, Ilmi (2005). Et estetisk dannelsesperspektivs bidrag til dagens lærerutdanning, Høgskolen i Agders skriftserie. p. 13–18. Full text in Research Archive

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• Willbergh, Ilmi; Midtsundstad, Jorunn H.; Kristiansen, Aslaug; Langfeldt, Gjert & Skagen, Kaare (2012). Opplæring i arbeidslivet. En didaktisk innføring. Fagbokforlaget. ISBN 9788245012682. 124 p. Full text in Research Archive Show summary

  Denne boka har bakgrunn i en flerårig satsing på fagfeltene didaktikk og profesjon ved Institutt for pedagogikk, Universitetet i Agder. Gjennom undervisningssamarbeid og forskning vokste det frem et didaktisk prosjekt der kunnskaper om profesjoner og spørsmål om pedagogisk profesjonalitet og etikk, møtte et didaktisk begreps- og tenkesett. Nye spørsmål skapte et behov for å se didaktikk, opplæring og undervisning i andre sammenhenger enn i skolen. Bokas ulike kapitler representerer resultatet av denne prosessen, der den enkelte forfatters didaktiske forskning er anvendt på opplæring i arbeidslivet.

• Hillen, Andrea Stefanie; Sturm, Tanja & Willbergh, Ilmi (2011). Challenges facing contemporary didactics: Diversity of students and the role of new media in teaching and learning. Waxmann Verlag. ISBN 9783830925897. 200 p. Full text in Research Archive Show summary

  This anthology raises the issue on current empirical and theoretical research approaches in the field of didactics, in respect to diversity, gender and new media. The intention is to show the related contemporary use and the reflections on didactic approaches based on the tradition of Allgemeine Didaktik. The brainchild to use English as publication language pursues the idea to make the concept of didactics accessible for the English speaking world. The attempt is to mirror differences of provisions incurrent societal phenomena: new media, gender, and diversity which educational institutions are facing. It will reveal and demonstrate that this is a common issue which is to be addressed for satisfying the demands and necessities in today’s schooling out of the national educational perspectives given through the different educational systems. This anthology follows the idea to present approaches with their theoretical or empirical results. Thus, the reader will find a bunch of procedures, suggestions, and methods as well as critical questions shaped by the empirical and theoretical reflective work of the Norwegian, Austrian, US-American, and German authors, who contributed to the book.

• Midtsundstad, Jorunn Haugesten & Willbergh, Ilmi (2010). Didaktikk : nye teoretiske perspektiver på undervisning. Cappelen Damm Akademisk. ISBN 9788202322311. 249 p. Full text in Research Archive

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• Johansen, Bjørn Andreas & Willbergh, Ilmi (2026). Underviseres forståelse av god undervisning. Full text in Research Archive Show summary

  Forskning fremhever behovet for mer praksisorientert tilnærming i kurs i universitets- og høgskolepedagogikk (Litleskare et al., 2023; Postareff & Nevgi, 2015). Denne studien undersøker hvordan undervisere, som kursdeltakere, uttrykker eksempler på god undervisning, og hvordan de oppfatter disse eksemplene som meningsfulle. Studien bygger på et etnografisk forskningsdesign og baserer seg på empiriske data fra intervju, skriftlige oppgaver og feltnotater fra deltakende observasjon. Med utgangspunkt i dannelsesorientert didaktikk (Westbury, Hopmann, & Riquarts, 2000) og andragogikk (Knowles, 2017) viser resultatene at god undervisning, ifølge kursdeltakerne, handler om (1) å velge innhold, (2) å utforske innholdet og (3) å etablere nærvær og dialog. Studiens bidrag til forskningsfeltet om universitets- og høgskolepedagogiske kurs viser hvordan teori om dannelsesorientert didaktikk og andragogikk kan fungere som en fortolkningsramme. Denne rammen gjør det mulig å forstå sammenhengen mellom undervisernes egne oppfatninger av undervisning og læring med deres egen undervisningspraksis. Videre bidrar studien til hvordan didaktiske og andragogiske begreper kan støtte underviser i det å ramme inn og eksemplifisere fagstoffets kjerne, knytte det til egne og studentenes forståelser, og utvikle et utforskende læringsmiljø.

• Mikkelsen, Chanette Catharina Bach; Elmies-Vestergren, Alexander; Willbergh, Ilmi; Marthinussen, Greta & Aasebø, Turid Skarre (2026). How accountability systems restrain democratic schooling. Full text in Research Archive Show summary

  Abstract How accountability systems restrain democratic schooling Mikkelsen, C. C. B., Willbergh, I., Elmies-Vestergren, A. Accountability in schooling originated a hundred years ago in the United States (Whitehead, 1929/1967) and is based on the Anglo-American educational concepts of schooling, teaching and learning (Gundem & Hopmann, 1998). The European tradition of Bildung-centered general didactics, founded on the tradition of pedagogy, represents an alternative view of schooling, teaching and learning, compared to the accountability-perspective. Education for democracy is a central goal in Bildung-centered general didactics. This paper will apply a Bildung-centered general didactic perspective with the aim to discuss the implications of accountability systems on education for democracy. We ask: How does accountability governance systems challenge education for democracy from a Bildung-centered general didactic perspective? This question is answered by presenting an analysis of accountability-critical articles from the period 2000-2024, using the general didactic perspective on education for democracy as an analytical lens. The core data of the study is 170 peer-reviewed journal articles in international journals. The method of the study is searching for accountability-critical studies in Academic Search Complete, snowballing in relevant research journals and thematic analysis (Alvesson & Sköldberg, 2018). The thematic analysis is conducted inductively and then the challenges are analyzed from a perspective of democracy and Nordic general didactic. The concept of accountability is in this paper defined broadly as governance systems based on standards-based evaluation and student outcomes (Hopmann, 2003). Educational researchers have published overview-studies addressing the weaknesses of the accountability system of school governance (Granger, 2008; Jones et al., 2017; Sahlberg, 2010; Slater & Griggs, 2015; Zhao, 2020). As Slater and Griggs (2015) explain is the direction of 2 accountability changed, so that accountability flows from educational stakeholders to centralized institutions. This means that neoliberal schooling is at its core an ontological struggle over subjectivity. Hence, it is a shift from a democratic social institution, accountable to the collectives of subjects of compulsory schooling given power though education, to a neoliberal reform that holds students and teachers accountable to corporate state mandates (Slater & Griggs, 2015). The primary dividing line among democratic traditions lies between the liberal perspectives, emphasizing individual freedom and self-determination, and republican perspectives, emphasizing community, obligation and the common good (Solhaug, 2021). Our understanding of education for democracy is based on Klafkis (1991/2001) educational aims self-determination, co-determination and solidarity, which, through the imbedded ideas of individual freedom and responsibility for others, encompass parts of both liberal and republican ideals (Elmies-Vestergren, 2025). In this Bildung-centered general didactic perspective (Klafki, 1991/2001; Willbergh, 2021) individual autonomy is central, translated into teaching practice through teachers’ and students’ collective interpretation of subject matter content in teaching, differing from the outcome-focus of accountability. We find that the main problems of accountability in education is: the de-professionalization of teachers, an undermining of student’s subjectivity, a narrowing of curricula and reinforced systematic inequality, which all are connected to and is undermining democratic education. We will contend that, within a Nordic context, the concepts of autonomy and community are uniquely challenged, which may also hold international significance. Alvesson, M., & Sköldberg, K., M. (2018). Reflexive methodology : new vistas for qualitative research (Third edition. ed.). Los Angeles, California: SAGE. Elmies-Vestergren, A. (2025). Frigjøring eller umyndiggjøring: Et kritisk perspektiv på læreplanens konsept om demokratisk deltakelse i skolen. Nordisk tidsskrift for pedagogikk og kritikk, 11(1), 3–20. http://doi.org/10.23865/ntpk.v11.6481 Granger, D. A. (2008). No Child Left Behind and the Spectacle of Failing Schools: The Mythology of Contemporary School Reform. Educational Studies: Journal of the American Educational Studies Association, 43(3), 206-228. doi:10.1080/00131940802117654 3 Hopmann, S. T. (2003). On the Evaluation of Curriculum Reforms. Journal of Curriculum Studies, 35(4), 459. Retrieved from http://www.tandfonline.com/doi/pdf/10.1080/00220270305520 Jones, K. L., Tymms, P., Kemethofer, D., O'Hara, J., McNamara, G., Huber, S., . . . Greger, D. (2017). The unintended consequences of school inspection: the prevalence of inspection side-effects in Austria, the Czech Republic, England, Ireland, the Netherlands, Sweden, and Switzerland. Oxford Review of Education, 43(6), 805-822. doi:10.1080/03054985.2017.1352499 Klafki, W. (1991/2001). Dannelsesteori og didaktik - nye studier (B. Christensen, Trans. 2nd ed.). Århus: Forlaget Klim. Sahlberg, P. (2010). Rethinking accountability in a knowledge society. Journal of Educational Change, 11(1), 45-61. doi:10.1007/s10833-008-9098-2 Slater, G. B., & Griggs, C. B. (2015). Standardization and Subjection: An Autonomist Critique of Neoliberal School Reform. The Review of education/pedagogy/cultural studies, 37(5), 438-459. doi:10.1080/10714413.2015.1091259 Solhaug, T. (2021). Skolen i demokratiet – demokratiet i skolen (2. utg.). Universitetsforlaget. Willbergh, I. (2021). Bildung-Centered General Didactics. In Oxford Research Encyclopedia of Education. doi:https://doi.org/10.1093/acrefore/9780190264093.013.1554 Zhao, Y. (2020). Two decades of havoc: A synthesis of criticism against PISA. Journal of Educational Change, 21, 245–266. https://doi.org/10.1007/s10833-019-09367-x

• Elmies-Vestergren, Alexander; Mikkelsen, Chanette Catharina Bach; Marthinussen, Greta; Sirevåg, Lene Cherize Haugland & Willbergh, Ilmi (2026). Hvordan innholdsorienterte læreplaner kan forbedre norsk skole. Full text in Research Archive Show summary

  Utforsk hvordan en vending mot innhold i skolen kan gi elever felles referanser og støtte læreres arbeid, samtidig som vi reduserer resultatstyringens negative effekter.

• Willbergh, Ilmi; Mikkelsen, Chanette Catharina Bach; Elmies-Vestergren, Alexander; Aasebø, Turid Skarre & Marthinussen, Greta (2026). Accountability governance systems and challenges from a Nordic general didactic perspective – a research overview. Full text in Research Archive
• Willbergh, Ilmi; Aarsand, Pål André; Torjussen, Lars Petter Storm & Hausstätter, Rune (2025). Nordisk pedagogikk 2015–2025 – utviklingstrekk ifølge nordiske forskere | Nordisk tidsskrift for pedagogikk og kritikk. Nordisk tidsskrift for pedagogikk og kritikk. 11(4), p. 1–2. doi: 10.23865/ntpk.v11.7720. Full text in Research Archive Show summary

  On the occasion of Nordic Journal of Pedagogy and Critique's ten year anniversary, the editorial team has spoken with prominent Nordic researchers about which developments they believe characterize pedagogy in the period 2015–2025. We asked them what challenges they believe pedagogical research and practice face, as well as how the Nordic Journal of Pedagogy and Critique can contribute to illuminating these challenges. We want to emphasize here that the interviews are not research interviews, but journalistic interviews.

• Willbergh, Ilmi & Aasebø, Turid Skarre (2024). Postkolonial didaktikk: En mangfoldig elevgruppe trenger et mangfoldig innhold. Bedre Skole. ISSN 0802-183X. p. 56–60. Full text in Research Archive
• Willbergh, Ilmi (2024). Kunnskap for felles framtid. Full text in Research Archive
• Skregelid, Lisbet; Olsen, Veslemøy & Willbergh, Ilmi (2024). Lab for å initiere dissens og utforske grensene og mulighetene mellom kunst og utdanning. Full text in Research Archive
• Willbergh, Ilmi; Marthinussen, Greta; Elmies-Vestergren, Alexander & Mikkelsen, Chanette Catharina Bach (2024). Accountability-critical educational research – a review. Full text in Research Archive
• Skregelid, Lisbet & Willbergh, Ilmi (2023). Betydningen av tvang og frihet i lærerskolestudenters møter med DKS. Full text in Research Archive
• Willbergh, Ilmi & Aasebø, Turid Skarre (2023). Cultural references in teaching: Challenges for general didactic theory. Full text in Research Archive
• Willbergh, Ilmi & Aasebø, Turid Skarre (2023). Kunderollen svekker kvaliteten i ph.d.-utdanninga. Full text in Research Archive
• Jensen, Andreas Reier & Willbergh, Ilmi (2023). Dette skjer når barn leser for hunden. Full text in Research Archive
• Willbergh, Ilmi & Aasebø, Turid Skarre (2022). InCom prosjektet på skolebesøk. Formidling og drøfting av forskningsresultater på skole som har deltatt som informanter i forskningsprosjektet. Full text in Research Archive
• Willbergh, Ilmi (2022). Teaching the “human universal” in the diverse particularity of classrooms. A theoretical study from a Bildung-centered general didactic perspective. Full text in Research Archive
• Aasebø, Turid Skarre & Willbergh, Ilmi (2022). Teaching for a sustainable democracy through cultural references in the classroom - a Bildung-centred general didactic perspective. Full text in Research Archive Show summary

  This paper deals with diversity and democracy in school and individuals’ possibilities to grow, change, and transform. Diversity in school is a challenge to school when all the students enter the same curriculum. Teaching in classrooms is a matter of connecting new knowledge to knowledge bases familiar to the unique students present. It means that teachers build upon what the students already know; students' current world views and domains of experience. The assumption can be traced back to Aristotle as well as Comenius, Herbart, Pestalozzi, Dewey, and Klafki. The concept of mimesis, the aesthetic representations of content (Aristotle), and cultural references as words that refer to specific objects and ideas in a given culture (Florin) are central concepts. We ask what kind of cultural references characterizes the teaching of Norway, how these cultural references may include and exclude diverse groups of students, and how to develop a set of concepts and descriptions of teachers’ ways to act to improve learning and development for all students in school. The study is ac classroom study inspired by ethnographic methods. Being in each classroom for two weeks, we have observed the teaching and interaction between teachers and students in grades 5 and 6, and grades 7 and 8. The focus has been on talk. We present some of the analysis of the data material concerning types of cultural references used in teaching. It discusses them as including or excluding and develops some key-concepts based on examples from the data material.

• Willbergh, Ilmi & Aarsand, Pål (2021). Nye hovedredaktører tar over Nordisk tidsskrift for pedagogikk og kritikk. Nordisk tidsskrift for pedagogikk og kritikk. 7, p. 269–270. doi: 10.23865/ntpk.v7.3365. Full text in Research Archive
• Aasebø, Turid Skarre & Willbergh, Ilmi (2021). Beyond the postcolonial paradox – empowerment of students in a Bildung-centered general didactics perspective. Full text in Research Archive
• Willbergh, Ilmi & Aasebø, Turid Skarre (2021). The Bildung of students by cultural references in teaching. Full text in Research Archive
• Willbergh, Ilmi (2021). Undervisningens estetiske dimensjon. Full text in Research Archive
• Willbergh, Ilmi (2020). Bærekraftig utdanning – sett fra et danningsteoretisk didaktisk perspektiv. Full text in Research Archive
• Willbergh, Ilmi (2019). Fagfornyelsen fra et danningsteoretisk didaktisk perspektiv. Full text in Research Archive
• Amdal, Irina Ivashenko & Willbergh, Ilmi (2018). Stories of novice teachers’ perspectives on pupils. Full text in Research Archive
• Willbergh, Ilmi & Aasebø, Turid Skarre (2018). The influence of outcome-based instructional activities – bridled by tradition? A study of lesson structure in Norwegian Lower Secondary classrooms. Full text in Research Archive
• Willbergh, Ilmi & Aasebø, Turid Skarre (2018). The implicit inclusion and exclusion of cultural references in classroom teaching. Full text in Research Archive
• Willbergh, Ilmi (2018). Undervisningens estetiske dimensjon og dens begrunnelse – i klasserommet og institusjonelt. Full text in Research Archive
• Willbergh, Ilmi & Aasebø, Turid Skarre (2017). Skoletimenes struktur med henblikk på undervisningsaktiviteter – et klasseromsforskningsprosjekt i norske ungdomsskoler. Full text in Research Archive
• Willbergh, Ilmi & Brekke, Borghild (2017). ‘Aesthetic teaching methods’ – student autonomy in practice? Full text in Research Archive
• Willbergh, Ilmi (2017). NOU’en Fremtidens skole i lys av Wolfgang Klafki’s teorier. Full text in Research Archive
• Aasebø, Turid Skarre & Willbergh, Ilmi (2015). Teaching General Didactics in Teacher Education. Full text in Research Archive
• Willbergh, Ilmi & Aasebø, Turid Skarre (2015). Allowing Students Opportunities to Experince Meaning in Teaching - An Empirical Study from Norwegian Lower Secondary School. Full text in Research Archive
• Willbergh, Ilmi (2015). Examples in whole-class talk on subject matter - a mimetic didactic perspective. Full text in Research Archive
• Willbergh, Ilmi; Midtsundstad, Jorunn H. & Aasebø, Turid Skarre (2015). Klasseromskommunikasjon i skolen i Aust-Agder og Sogn og Fjordane. Full text in Research Archive
• Willbergh, Ilmi; Midtsundstad, Jorunn H. & Aasebø, Turid (2014). KLARAS i Aust-Agder. Full text in Research Archive
• Willbergh, Ilmi; Aasebø, Turid & Midtsundstad, Jorunn H. (2014). Meningsfull klassromskommunikasjon’ og elevprestasjoner. Full text in Research Archive
• Willbergh, Ilmi; Aasebø, Turid & Midtsundstad, Jorunn H. (2014). KLARAS på skolebesøk. Full text in Research Archive
• Willbergh, Ilmi; Aasebø, Turid & Midtsundstad, Jorunn H. (2014). Meaningful ‘teaching communication’ as teachers’ and students joint effort of verbal interpretation. Full text in Research Archive Show summary

  The study accounted for in the paper contributes with empirical data from Norwegian secondary school classrooms elucidating the following research question: What kind of meaning construction is carried out in classrooms in schools with high and low student achievements? The theoretical foundation of this study lies within the German Didaktik tradition, or Allgeimeine Didaktik (Hillen, 2011; Klafki, 2001; Midtsundstad & Willbergh, 2010; Westbury, Hopmann, & Riquarts, 2000), which was established as the leading professional language of teachers and teacher education in the nineteenth century in Germany and the Nordic countries (Hopmann, 2007). School as an institution promoted the need for autonomous teachers to adapt the national curriculum to the local schools. Didactics is in this way understood as a teacher’s professionalized art of argument and deliberation over how to construct interpretations of curriculum perceived as meaningful by the students. Hence, the purpose of teaching is to make visible interpretations of subject matter, making a connection to the life world and experiences of students and their future prospects (Comenius, 1627; Herbart, 1806). Students do not encounter the curriculum itself; on the contrary, they encounter the curriculum as classroom communication: Talk taking place in the classroom will turn into different stories of curriculum, representing various local interpretations and local meaning. Interpretations of subject matter uttered in the classroom during whole-class activity are further shared by teacher and students, building the unique class’ culture as a common memory (Willbergh, 2011). Consequently communication in different classrooms will hold varying degrees of meaningfulness from a Bildung-perspective and this may or may nor correlate with high student achievements.The paper’s contribution is qualitative data on how meaningful teaching is constructed by classroom talk on subject matter in whole-class activities, embedded in different regional and national contexts and the possible correlation with student achievements.

• Aasebø, Turid; Willbergh, Ilmi & Midtsundstad, Jorunn H. (2014). KLARAS på skolebesøk 2 og 3. Full text in Research Archive
• Willbergh, Ilmi (2013). Kompetanse og danning som pedagogiske begreper i kunnskapssamfunnet. Full text in Research Archive
• Willbergh, Ilmi; Midtsundstad, Jorunn H. & Aasebø, Turid (2013). Klasseromskommunikasjon i skolen i Aust-Agder og Sogn og Fjordane. Full text in Research Archive
• Willbergh, Ilmi; Aasebø, Turid & Midtsundstad, Jorunn H. (2013). Classroom Communication in Regional Contexts. Full text in Research Archive
• Willbergh, Ilmi (2013). Klasseromskommunikasjon i skolen, presentasjon av KLARAS-prosjektet. Full text in Research Archive
• Aasebø, Turid Skarre & Willbergh, Ilmi (2011). The meaning of the matter in classroom contexts. Full text in Research Archive
• Willbergh, Ilmi (2011). The meaning of the matter in classroom contexts. Full text in Research Archive
• Willbergh, Ilmi (2010). Bildung and Digital Media: Didaktik meets Instructional Design? Full text in Research Archive Show summary

  The paper discusses how the Allgemeine Didaktik-perspective can be able to communicate better with the current discourse on digital media in teaching through the application of some similar concepts within the tradition of instructional design.

• Willbergh, Ilmi (2009). Mimetic Didaktik: On the Similarities between Didaktik and Poetics. Full text in Research Archive Show summary

  This paper will present some of the results from my Doctoral thesis ?Mimesis, Didaktik and digital media? (Willbergh, 2008). German Didaktik is a hermeneutic discipline. In a practical teaching context, this means that the teacher must interpret what significance the content expressed in the Lehrplan (Bildungsinhalt) can mean to my pupils (Bildungsgehalt) (Klafki, 2000). The meaning of the content is not a given fact. It is a matter of interpretation. The teacher´s interpretive work starts with planning the lesson, and goes on in the classroom. When it comes to creating meaning, what actually is expressed in the classroom, is the most important situation. Because it is when teaching is happening; here and now, that what is meaningful to the pupils, is revealed. In my thesis, I compared the Greek concept of mimesis, with German Didaktik theory. I found several similarities between the two forms of meaning-making in Didaktik and Poetics (Aristotle et al., 1995). The ?as if? of teaching; is how meaning is created here and now in the classroom. In this paper, I will present the temporal and spacial similarities between the meaning making process in teaching and poetics, and explain the contribution that the concept of mimetic Didaktik can make to the field of Didaktik theory. Ricoeurs theory of threefold mimesis in Time and Narrative (1984) will be used to establish this argument (Ricoeur, 1984). The method of the thesis is hermeneutic discussion and comparison of the meaning of concepts, theories and texts. It?s sources are philosophic texts on the concept of mimesis, Didaktik theory (German Allgemeine Didaktik) and relevant concepts on digital media. The theoretical basis of mimetic Didaktik is the Aristotelian-Ricoeurian concept of mimesis, Didaktik Analysis by Wolfgang Klafki and media esthetics in the tradition of Marshall McLuhan (McLuhan, 2001).

• Willbergh, Ilmi (2009). Mimetic Didaktik: Why the medium is the message in teaching. Full text in Research Archive Show summary

  This paper will present some of the results from my Doctoral thesis ?Mimesis, Didaktik and digital media? (Willbergh, 2008). The thesis shows how there are strong similarities between poetics and teaching (Aristotle et al., 1995) (Ricoeur, 1984): Both forms of communication strive to create certain imaginings in the receiver, using concrete expressions, like speech, writing, images, objects and other media. Both forms of communication are mimetic. By asking, ?How can digital media contribute to the pupil?s Bildung in teaching?? the thesis establishes new set of concepts on digital media in teaching usable to optimise ICT-based instruction and learning. The mimetic perspective shows the need for a general didactic perspective that takes both the teacher, the pupils and the content into consideration: When media are used by the teacher to represent or illustrate content in the classroom, they are not teaching methods neutral to meaning, they have great influence on how meaning is created in teaching. By their appeal to the senses they create imaginings of time and space, that the pupils are exposed to. In the tradition from the media esthetics of Marshall McLuhan, the medium is the message (McLuhan, 2001). Teaching with digital media, the teacher must reflect on what content they are suitable for and how they can be used in the classroom without the pupils loosing track of the teaching that goes on. In this paper I will concentrate on one of the findings in my thesis, namely the challenges for the teacher posed by the digital screen inviting the pupils to enter a fictional space, often competing with the teachers teaching. This challenge can be met by a reflective teacher being conscious to stage the screen in the classroom, preventing the dissolution of the physical classroom space needed for teaching in a meaningful way. Because from a general didactic perspective meaning is created here and now by the teacher and the pupils together (Klafki, 2000). Central concepts used to describe this finding is Anschauung in teaching (in English meaning that insight comes from seeing something), mimesis (imitation or representation) and the concept of depiction (iconic representation) from make-believe-theory (Walton, 1990). The method of the thesis is hermeneutic discussion and comparison of the meaning of concepts, theories and texts. It?s sources are philosophic texts on the concept of mimesis, Didaktik theory (German Allgemeine Didaktik) and relevant concepts on digital media. The theoretical basis of mimetic Didaktik is the Aristotelian-Ricoeurian concept of mimesis, Didaktik Analysis by Wolfgang Klafki (Klafki, 2000) and media esthetics in the tradition of Marshall McLuhan (McLuhan, 2001). The conclusion of the thesis is formulated as follows: Digital media can contribute to the pupil?s Bildung in teaching, if the teacher in her showing or telling: 1. takes digital media?s esthetics and appeal to the senses seriously, and 2. is able to restrain or frame what is told or shown (Hopmann, 2007). The challenges of the digital screen presented in this paper illustrates both these points: The teachers staging of the screen in the classroom implies knowledge of its appeal to the senses, and knowledge of how to restrain its invitation to the pupils to enter a fictional space competing with their attention to teaching content.

• Midtsundstad, Jorunn; Willbergh, Ilmi; Werler, Tobias; Kristiansen, Aslaug; Bengtsson, Jan & Langfeldt, Gjert (2008). The Philosophy of General Didaktik (Allgemeine Didaktik) and the Doubleness of Teacher Education Teacher Education and the Idea of the Future Teacher. Full text in Research Archive
• Willbergh, Ilmi; Midtsundstad, Jorunn; Werler, Tobias; Bengtsson, Jan; Langfeldt, Gjert & Kristiansen, Aslaug (2008). How a philosophy of General Didaktik (Allgemeine Didaktik) can be used to establish a theory on the doubleness of teacher education ¿ and thereby solve some problems of the theory-practice-relationship? Full text in Research Archive
• Willbergh, Ilmi (2008). The imaginative perspective: Ricoeur¿s theory of threefold mimesis as a method for understanding the idea of the teacher in teacher education. Full text in Research Archive Show summary

  So how can the teacher educator instruct the students to imagine themselves as future teachers? One possibility to approach this problem, can be to take a closer look on the role of imagination in teaching. German Didaktik is closely connected to the imaginative faculty, through the idea of the doubleness of content and Gehalt: The teachers search to find out what is meaningful to the students, is also a search for how to make them imagine certain things. The meaning of the content is not a given fact. It is a matter of interpretation, both for the teacher and the students. Paul Ricoeur developes a theory on the concept of creative imagination in his work Time and Narrative (Ricoeur, 1984). All acts of narrating and interpreting, including those that are acted out in teaching, involve the use of imagination. Ricoeurs main thesis is the mutual relationship between narration and human temporal experience (Ricoeur, 1984, p. 3). The philosophical questions of time and narrative is of course also relevant for a teacher in the Didaktik-tradition. The common ground of Didaktik and Ricoeurs philosophy is hermeneutic interpretation. With Ricoeurs theory of threefold mimesis as a methodological framework, this paper seeks to explore how the teacher educator could present the idea of the teacher as a content in the teacher education classroom, to make the teacher students imagine themselves as teacher to future pupils.

• Willbergh, Ilmi (2008). Drøft eksempler på forskning på digitale læremidler i klasserom. Full text in Research Archive
• Willbergh, Ilmi; Midtsundstad, Jorunn; Werler, Tobias & Bengtsson, Jan (2008). The Idea of the Future Teacher in a Multicultural World. Full text in Research Archive Show summary

  NOKUT (The Norwegian Agency for Quality Assurance in Education), points out three dilemmas concerning the situation of the science of education in teacher education in Norway (NOKUT, 2006, pp. 55-56). These dilemmas can be seen as examples of dilemmas concerning the state of science of education in teacher education internationally: The relation between General Didaktik and subject matter-Didaktik; science of education¿s relation to practice; and a problematic self-understanding of science of education in the context of teacher education. This symposium will present different ways in which the philosophy of German General Didaktik, can shed light on the doubleness of teacher education. The doubleness of teacher education, can forthcomingly be a starting point for research striving to establish a theoretical basis to solve the NOKUT-dilemmas. The doubleness of teacher education, concists from a General Didaktik viewpoint, of how the classical Didaktik triangle (teacher-content-pupil) becomes the content in the Didaktik triangle of teacher education: Teacher educator-content (teacher-content-pupil)-teacher student. The doubleness of teacher education, is a double triangle. This symposium will further discuss how the teacher-aspect in the original triangle, is the most essential content in the teacher education teaching situation: To get the teacher students to imagine themselves as future teachers, is the contribution that teacher education can make. Therefore, the idea of the teacher, is the most important content of teacher education. This is a philosophical question, which can be researched through the hermeneutic science of German Didaktik, in opposition to the methods of evidence based research. The double triangle can also possibly contribute to put what is practice, and what is theory, in teacher education, in its proper place.

• Willbergh, Ilmi (2008). Allmenn didaktikk og forskning på digitale læremidler i klasserom. Full text in Research Archive
• Willbergh, Ilmi (2008). Didaktik as Poetics: How the concept of mimesis reveals the ¿as if¿ of teaching. Full text in Research Archive Show summary

  German Didaktik is a hermeneutic discipline. In a practical teaching context, this means that the teacher must interpret what significance the content expressed in the Lehrplan (Bildungsinhalt) can mean to my pupils (Bildungsgehalt). The meaning of the content is not a given fact. It is a matter of interpretation. The teacher´s interpretive work starts with planning the lesson, and goes on in the classroom. When it comes to creating meaning, what actually is expressed in the classroom, is the most important situation. Because it is when teaching is happening; here and now, that what is meaningful to the pupils, is revealed. In my doctoral thesis (published spring 2008), I have compared the Greek concept of mimesis, with German Didaktik theory. I have found several similarities between the two forms of meaning-making in Didaktik and Poetics (Aristotelic mimesis). The ¿as if¿ of teaching; is how meaning is created here and now in the classroom. In this paper, I will present the temporal similarities between teaching and poetics: The teaching situation is an interpretive and narrative situation which is strongly focused on present time. Ricoeurs theory of threefold mimesis in Time and Narrative (1984) will be used to establish this argument.

• Midtsundstad, Jorunn; Willbergh, Ilmi; Bengtsson, Jan & Werler, Tobias (2008). The Idea of the Future Teacher in a Multicultural World Teacher education as cultivation and qualification and the dimension of time. Full text in Research Archive
• Willbergh, Ilmi (2007). Mimetic dimensions of didactics. Full text in Research Archive Show summary

  The paper discusses how didactic theory is based on mimetic processes, through an analysis of two theories: Aristotles´ mimesis in Poetics and Wolfgang Klafki´s Didaktik Analysis.

• Willbergh, Ilmi (2005). Mimesis and its relevance for didactics. Full text in Research Archive
• Willbergh, Ilmi (2008). Mimesis, didaktikkog digitale læremidler. Norges teknisk-naturvitenskapelige universitet. Full text in Research Archive

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