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Universitetspedagogikk

  • Forskningsgruppen i universitetspedagogikk har som formål å forske på universitetspedagogiske problemstillinger og er et tverrfaglig forum for deling, drøfting og utvikling av forskning.
  • Forskningsgruppens interesseområde er generelle universitetspedagogiske spørsmål, fagdidaktiske og utdanningsteknologiske spørsmål innen høyere utdanning, og spørsmål i relasjon til ledelse og organisasjon av pedagogisk universitetsvirksomhet.
  • Forskningen foregår på tvers av alle fakulteter ved universitetet og universitetets administrative virksomhet. Forskningsgruppens virksomhet bidrar til økt kunnskap om undervisning og læring i høyere utdanning og om profesjonaliteten til vitenskapelig ansatte ved universitetet, til forskningsbasert undervisning i universitetspedagogiske kurs og til å styrke kvaliteten i høyere utdanning.
  • Forskningsvirksomheten bedrives gjennom felles forskningsprosjekter og delprosjekter lokalt, nasjonalt og internasjonalt. Forskningen formidles gjennom vitenskapelige publikasjoner, på temadager og årlig UiA seminar, nasjonale og internasjonale konferanser samt i populærvitenskapelige kanaler.
  • Alle ph.d.-studieprogrammer ved UiA med forskning som knytter seg til f.eks. undervisning, læring, organisering og ledelse av høyere utdanning er aktuelle. Les mer om forskerutdanning.  

Prosjekter

Forskningsvirksomheten bedrives gjennom felles forskningsprosjekter og delprosjekter. Et felles forskningsprosjekt er Being a university teacher – in the gap between science and practice, og et prosjekt som planlegges er en «lærebok» for vitenskapelige ansatte. I tillegg er de enkelte medlemmer involvert i ulike lokale, nasjonale og internasjonale prosjekter som omhandler:

  • Vitenskapelige ansattes rolle og profesjonalitet
  • Undervisning, veiledning og læring i universitetspedagogikk og i høyere utdanning
  • Pedagogisk ledelse i og av høyere utdanning
  • Kvalitetskultur i høyere utdanning

Publikasjoner

2025

1. Andreasen, J. K. Bjørndal, C. Krogstie, C. (2025). Learning on patrol: Examining informal supervision in police education field training. Police Practice and Research: An International Journal. https://doi.org/10.1080/15614263.2025.2530431

2. Assante, M., Pinheiro, R., Kettunen, K. & Tømte, C., E. (2025) Hybrid Roles in the Making: Analysing the Effects of Digitalisation on Academic Roles and Relations in Nordic Higher Education in Teaching Practices in Pekkola, E., Alonso de Andrade, L. & Kettunen, K. & Lundborg, S. (eds) Hybridity through Transitions. Crisis and Resilience in Nordic Universities. Brill publishing (forthcoming, December 2025)

3. Bergan, I., & Andreasen, J. K. (2024). Enhancing school-based mentors’ professional practice Exploring 360° video and virtual reality as tools for self-observation. NORDVEI: Nordisk tidsskrift i veiledningspedagogikk. ISSN 2535-3047. 9(2), s. 1–14. doi: 10.15845/ntvp.v9i2.4232.

4. Bergan, I. Andreasen, J. K. (2025). Mentor Education Program Design: Strategies to Enhance Professional Development for School-Based Mentor Teachers. Mentoring and Tutoring. (I fagfellevurdering)

5. Ceallaigh, T. Ó., O’Brien, E., Tømte, C., Kulaksız, T., & Connolly, C. (2025). Rethinking teacher education in an AI world: perceptions, readiness and institutional support for generative AI integration. European Journal of Teacher Education, 1-20. https://doi.org/10.1080/02619768.2025.2563696

6. Denfeld, A. P., Canrinus, E. T., & Dalehefte, I. M. (2025). Triggering the Duty to Act: Teachers' Approach to the Norwegian Law on Students' Psychosocial Environment. European Journal of Education, 60(1), e70046. https://doi.org/10.1111/ejed.70046

7. Eklund, G., Aspfors, J., Maaranen, K., & Eskelä-Haapanen, S. (2025). Uncharted territory – master’s theses in Finnish primary school teacher education. Scandinavian Journal of Educational Research, 1–16. https://doi.org/10.1080/00313831.2025.2550263

8. Eklund, G., & Løvland, A. (2025). Supervision of master’s theses in teacher education: Norwegian teacher educators’ views of their role and competence. European Journal of Teacher Education, 1–18. https://doi.org/10.1080/02619768.2025.2511864

9. Eklund, G. & Nygren-Landgærds, C. (2025) Universitetslærere mellom vitenskap og profesjon. Norsk Pedagogisk Tidskrift (i fagfellevurdering).

10. Fiskum, T., Jegstad, K., Aspfors, J., & Eklund, G. (2025). The goal of research-based learning in teacher education - Norwegian and Finnish teacher educators' perspectives. Cogent Education,12(1). https://doi.org/10.1080/2331186X.2025.2465918

11. Fugli, I. (2025). ANGERBODA: minner, myter, mycelium – et forsøk på å forstå en skriveprosess (submission). Peripeti, Special Issue: Teaterproduktion, procesledelse og udforskning af kreative strategier.

12. Hakel, K. (under publisering). AD Leadership in Higher Education Mergers: A Study of two Norwegian Mergers. International Journal of Academic Development.

13. Ivashenko Amdal, I., Tandsæther Mastad, L. & Nygren-Landgärds, C. (2025) Pedagogikk og elevkunnskap i norsk lærerutdanning: En studie om hvordan førsteårsstudenter i grunnskolelærerutdanningen opplever pedagogikkfaget og dets betydning for deres profesjonelle utvikling. Nordic Studies in Education, Vol. 45, No. 4, 262–282.

14. Lastovska, A., Lo Bosco, G., Roguska-Heims, M., Kaminska, D., Cifuentes, M., Cioflec, E., Kousa, P., Hakel, K. (under utgivelse). Digital Competence and the Use of AI to Support the Multicultural Classroom. Forthem.

15. Lazareva, A., & Muhic, M. (2025). University students' use of artificial intelligence tools in their studies. In L. G. Chova, C. G. Martínez, & J. Lees (reds.), EDULEARN25 Proceedings. 17th International Conference on Education and New Learning Technologies. International Academy of Technology, Education and Development (IATED). ISSN 9788409742189. s. 4207–4214. doi: 10.21125/edulearn.2025.1096.

16. Lazareva, A., Mastad, L. B. T., & Nydahl, A. M. (2025). Portfolio examination as an approach to promoting work-life relevance in teacher education. European Conference on Educational Research (ECER), 9-12 September 2025, Belgrade, Serbia.

17. Leistad, E. Andreasen, J. K. (2025). Navigating the mentor teacher’s role in early childhood teacher education––a mixed-methods study of motivation and challenges. Mentoring and Tutoring. (I fagfellevurdering) 

18. Løvland, A. & Eklund, G. (2025, accepted). Masterveiledning mellom fag og profesjon. Lærerutdanneres syn på veiledning av norskfaglige masteroppgaver. Nordic Journal of Education and Practice.

19. Maaranen, K., Eklund, G., & Aspfors, J. (2025, accepted). Master’s thesis as part of research-based teacher education in Finland. Nordisk Tidskrift för Allmän Didaktik.

20. Mastad, L. & Nygren-Landgärds, C. (2025) Teacher education that contributes to student teachers’ development as teachers. Acta Didactica Norden (i fagfellevurdering).

21. Nygren-Landgärds, C. & Bjørnestad, J. O. (2025) The University Pedagogy Course: A Case Study of Teachers’ Opinions on the Course’s Aim, Meaning and Content. Journal of Education for Teaching (i fagfellevurdering).

22. Røstvik, C. M., Eidsaa, R. M., Fugli, I., Olsen, S. S., Sødal, T., & Žunić, E. (2024). Remembering witches: Missing memorials and the historic sorcery trials in Southern Norway [Version 1; awaiting peer review]. Routledge Open Research. https://routledgeopenresearch.org/

23. Tømte, C. E., & Zanazzi, S. (2025). EDUCATING FOR RESPONSIBLE DIGITAL TRANSFORMATION. In Proceedings of the 3rd International Conference of Scuola democratica. Volume II: Cultures, Practices, and Change (Vol. 2, pp. 254-257). ASSOCIAZIONE PER SCUOLA DEMOCRATICA.

24. Tømte, C. E., Kettunen, K., Assante, M. & Pinheiro, R. (2025) Coping with Hybridity in Higher Education: The Impact of Digitalization in Teaching Practices in Pekkola, E., Alonso de Andrade, L. & Kettunen, K. & Lundborg, S. (eds) Hybridity through Transitions. Crisis and Resilience in Nordic Universities. Brill publishing (forthcoming December 2025))

2024

  1. Aagaard, T., Nagel, I., Vika. K., Andreasen, J., Røkenes, F (2024). Teacher preparation for the digital age: Is it still an instrumental endeavour? Teaching and Teacher Education (Akseptert).
  2. Almlie, G. S. (2024) The use of LLMS in academic writing instruction for first year students in the engineering bachelor programs. Conference E&PDE. (Akseptert).
  3. Bergan, I., Andreasen, J. (2024). 360Åã video and Virtual reality (VR) as an expanded observational basis in mentors' professional development. Nordic Journal of Pedagogical Supervision (i fagfellevurdering).
  4. Fiskum, T., Jegstad, K., Aspfors, J., & Eklund, G. (in review). The goal of research-based learning in teacher education - Norwegian and Finnish teacher educators' perspectives. Education Inquiry.
  5. Fugli, I., & Knudsen, K. N. (2024) Forestillinger om køn, krop og subjektivitet -sårbarhed og risiko som performativ agens i en drama/teaterdidaktisk kontekst. In Tone Pernille Østern, Helene Illeris, Sofia Jusslin, Kristian Nødtvedt Knudsen og Kari Holdhus (Red.), Kunstfagdidaktikk som kunstnerisk, forskende og oppmerksom undervisningspraksis. Cappelen Damm Akademisk.
  6. Hakel, K., & Magin, M. (2024). The Impact of Professional Development Training on Faculty’s Integration of Universal Design for Learning in Daily Teaching Practices. Sendt til International Journal of Inclusive Education.
  7. Henriksson, J., Eklund, G., & Aspfors, J. (in review). Relevant but not so applicable. Journal of Teacher Education and Educator.
  8. Ivashenko Amdal, I., Tandsæther Mastad, L. B. & Nygren-Landgärds, C. (2024) Pedagogikk i lærerutdanningen - En studie om hvordan første års studentene på lærerutdanningen opplever pedagogikkfaget i lærerutdanningen (i fagfellevurdering).
  9. Jegstad, K., Eklund, G., Mastad, I., & Aaaksland, C. (in review). Norwegian science teacher educators’ views of the master’s thesis and the supervision process. Scandinavian Journal of Educational Research.
  10. Kula, S., Mannila, L., & Eklund, G. (in review). Distansundervisningen under pandemin – finlandssvenska gymnasielärares erfarenheter och upplevelser. Nordisk Tidskrift för Allmän Didaktik.
  11. Lazareva, Alexandra; Tømte, Cathrine Edelhard (2024). Flexible learning spaces as an arena for developing professional digital competence through small group collaboration. Teachers and Teaching: theory and practice. https: doi.org/10.1080/13540602.2024.2308893
  12. Maaranen, K., Eklund, G., & Aspfors, J. (in review). Master’s thesis as part of research-based teacher education in Finland. Nordisk Tidskrift för Allmän Didaktik.
  13. Nordkvelle, Y. T., Eriksen, S., Hakel, K. (2024). Annerledes og likeverdig: førstelektorstillingens skjebne under akademias konvensjoner. Antatt for publisering ved tidsskriftet Utdanning og praksis.
  14. Nygren-Landgärds, C. & Eklund, G. (2024) University teachers between science and profession (i prosess).
  15. Nygren-Landgärds, C. & Bjørnestad, J. O. (2024) Universitetspedagogikens utmaningar och möjligheter (i prosess).
  16. Pedersen, C., Aagaard, T., Nagel, I., Andreasen, J., Pedersen, C, Amdam, S., Røkenes, F. (2024). Profiling teacher educators’ strategies for professional digital competence development. Teachers and Teaching: Theory and Practice (Akseptert)
  17. Tømte, Cathrine Edelhard; Lien, Anne; Trysnes, Irene; Smith-Gahrsen, Martin (2024). Lærerrollen i endring. Digitale transformasjoner i studentaktiv undervisning, danning og utdanning. Universitetsforlaget.

2023

  1. Aalbergsj., S. G., Henriksen, E., & Eklund, G. (2023). Fostering research literate science teachers: Science teacher educators’ views on research-based teacher education. Nordic Studies in Science Education, 19(1), 20–34.
  2. Andreasen, J., (2023). Partnerskap i lærerutdanningene – En studie av praksislærere som lærerutdannere på universitetet. Doctoral dissertation. University of Agder. https://hdl.handle.net/11250/3099713
  3. Andreasen, J. K. (2023). School-based mentor teachers as boundary-crossers in an initial teacher education partnership. Teaching and Teacher Education, 122, 103960. https://doi.org/10.1016/j.tate.2022.103960
  4. Hakel, K.; Eriksen, S.; Nordkvelle, Y.T. (2023). Kvalifisering til førstelektor – en analyse av søkeres og komiteers forståelse og praktisering av opprykkskriteriene. Høgskolen i Innlandets oppdragsserie, nr. 14-2023
  5. Hansén, S-E., Aspfors, J., Eklund, G., & Wikman, T. (2023). Att gestalta vetenskaplig text. Studentlitteratur.
  6. Isabwe, G. M. N; Madshaven, J. M.; Sundb., H. (2023). Active learning in interactive system design courses. INTED2023 Proceedings. ISBN: 978-84-09-49026-International Academy of Technology, Education and Development (IATED).
  7. Laterza, Vito; Asante, Michael Oduro; Tømte, Cathrine Edelhard; Pinheiro, Romulo Teixeira (2023). Implementing Digital Transformations in Higher Education Following COVID-19: A Norwegian Case Study. Digital Transformations in Nordic Higher Education. Palgrave Macmillan. Kap. s 243 - 266.
  8. Olum, H. M. A.; Isabwe, G. M. N. (2023). Supporting Teachers for Online Teaching During Covid-19 Pandemic. INTED2023 Proceedings. ISBN: 978-84-09-49026-International Academy of Technology, Education and Development (IATED).
  9. Pinheiro, R., M., Tømte, C., E., Barman, L., Degn, L., & Geschwind, L. Eds (2023). Digital Transformations in Nordic Higher Education. Palgrave Mc Millan
  10. Pinheiro, Romulo Teixeira; Tømte, Cathrine Edelhard; Laterza, Vito; Asante, Michael Oduro (2023). Digital transformations in higher education before and following COVID-19: a Scandinavian tale. Research Handbook on the Transformation of Higher Education. Edward Elgar Publishing. s 366 - 381.
  11. Røkenes, F., Andreasen, J., Pedersen, C, Amdam, S., Vika. K. (2023). Digital nødundervisning under Covid-19-nedstengning – Lærerutdanneres utvikling av profesjonsfaglig digital kompetanse. Nordic Journal of Digital Literacy. (4), 234-245. https://doi.org/10.18261/njdl.18.4.3
  12. Solberg, Espen; Tømte, Cathrine Edelhard (2023). Moving Beyond Policy on Digital Transformation: Perceptions of Digital Transformation of Teaching by Academic Staff and Students. The Impact of Covid-19 on the Institutional Fabric of Higher Education: Old Patterns, New Dynamics, and Changing Rules? Palgrave Macmillan.

2022

  1. Andreasen, J. K., Tømte, C. E., Bergan, I., & Kovac, V. B. (2022). Professional digital competence in initial teacher education: An examination of differences in two cohorts of pre-service teachers. Nordic Journal of Digital Literacy, (1), 61-74. https://doi.org/10.18261/njdl.17.1.5
  2. Ali, A., Hakel, K., & Ristow, A. M. (2022). UDL Implementation Policies in Higher Education – How Does Our Negligence Affect Our Students? UDL-IRN Summit, Universal Design for Learning - Implementation and Research Network. 2022-03-31–2022-04-01.
  3. Eklund, G., Mastad, I., Aksland, C., & Jegstad, K. M. (2022). Research assignments in teacher education – Norwegian undergraduate students’ experiences of the writing process. Acta Didactica Norden, 16(3), 1-21. https://doi.org/10.5617/adno.9196
  4. Hakel, K. (2022). UDL Implementation in Higher Education – Students as Partners in a Real Bottom-up Approach? UDL-IRN Summit, Universal Design for Learning -Implementation and Research Network. 2022-03-31 – 2022-04-01.
  5. Hakel, K.; Eriksen, S. & Nordkvelle, Y. T. (2022) Merits of Teaching in Higher Education. ECER Plus. EERA; Yerevan. 2022-09-01 - 2022-09-10.
  6. Jusslin, S., & Eklund, G. (2022). Intra-active pedagogy in practice- and arts-based master’s thesis projects in education: What can we learn from it? Journal for Research in Arts and Sports Education, 6(3), 121–137. https://doi.org/10.23865/jased.v6.3538
  7. Nygren-Landgärds, C., Mårtensson, L. B., Pyykkö, R., Bjørnestad, J. O. & von Schoultz, R. (2022) Quality culture at Nordic Universities. European Journal of Higher Education. https://doi.org/10.1080/21568235.2022.2116066

2021

  1. Aspfors, J., Eklund, G., Holand, A., Fiskum, T., Hansén, S–E., & Jegstad, K. (2021). Scientifically Designed Teacher Education: Teacher Educators’ Perceptions in Norway and Finland. Nordic Journal of Comparative and International Education, 5(1), 85–103. https://doi.org/10.7577/njcie.4122
  2. Henriksson, J., Eklund, G., & Aspfors, J. (2021). A genre shift in disseminating knowledge –Student teachers’ experiences of communicating their master’s theses as popular science. Nordic Journal of Education and Practice, 15(3), 70–87. https://doi.org/10.23865/up.v15.3227
  3. Jegstad, K., Fiskum, T., Aspfors, J., & Eklund, G. (2021). Dichotomous and multifaceted –Teacher educators’ understanding of professional knowledge in research-based teacher education. Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2021.1958255
  4. Nygren-Landgärds, C. (2021) Forskning på bredden av vetenskapsområdet. (Eng. :Research on the breadth of the scientific field.) In S. Westerlund, K. Borg, M. Porko-Hudd, V. Lindberg (red.) Slöjdkunnande i förändring. Techne Series. Vol 28 Nr 4/2021. https://journals.oslomet.no/index.php/techneA/article/view/4734
  5. Pajchel, K., Jegstad, K., Eklund, G., Aalbergsj., S. G., & Sollid, P. D. (2021). The role of school placement within research-based teacher education – through the eyes of science mentors. Teachers and Teaching: Theory and practice. https://doi.org/10.1080/13540602.2021.1933416
  6. Ristow, A.M.; Hakel, K. (2021). Design Thinking as an Intentional Approach to Course Development with UDL. UDLHE Digicon 2021 - Guiding this Moment in Higher Education. UDLHE Network Digicon konferanse. 2021-02-04 – 2021-02-05.
  7. Sjöblom, P., Eklund, G., & Fagerlund, P. (2021). Student teachers’ views of outdoor education as teaching method. Two cases from Finland and Norway. Journal of Adventure Education and Outdoor Learning. https://doi.org/10.1080/14729679.2021.2011338
  8. Wolcott, P., Schaffer, C. Hillen, A. S.; Lazareva, A.; Dalehefte, I.M. (2021). Steps inconceptualizing assessment culture – progress and challenges developing a survey. In: Assessment theory, policy, and practice in higher education - Integrating feedback into student learning. (pp.123-136). Waxmann Verlag
  9. Zanazzi, S., Tømte, C., E. (2021). Emergency Remote Teaching. in Italy and Norway: Empirical Research Findings and Implications for Teacher Training, in Proceedings of the 2nd International Conference of the Journal Scuola Democratica “Reinventing Education”, VOL. 2, Learning with New Technologies, Equality and Inclusion, pp 91-pp 108.

2020

  1. Adalberon, E. (2020). Affordances of a video examination: Opportunities for preservice teachers to demonstrate professional knowledge of teaching and learning. Educational theory and practice, 42(1), 47-64.
  2. Adalberon, E. (2020). Providing assessment feedback to pre-service teachers: a study of examiners’ comments. Assessment & Evaluation in Higher Education, 1-14. https://doi.org/10.1080/02602938.2020.1795081
  3. Almlie, Gunvor Sofia (2020). Akademisk fagskriving på ingeniørstudiet. Nordic Journal of Information Literacy in Higher Education, NORIL. ISSN: 1890-5900. 12 (2). s 4 - 19. https://doi.org/10.15845/noril.v12i2
  4. Dalehefte, I. M. (2020). Et skritt i riktig retning – fremdeles en vei å gå. En instituttleders perspektiv på førstelektor- og dosentprosjektet ved Universitetet i Agder. I C. C. Bachke & M. Hermansen (Red.), Å satse på dosenter – et utviklingsarbeid (Kap. 14 s. 271-277). Oslo: Cappelen Damm Akademisk.
  5. Elo, J. & Nygren-Landgärds, C. (2020) Teachers’ perceptions of autonomy in the tensions between a subject focus and a cross-curricular school profile: A case study of a Finnish upper secondary school. Journal of Educational Change. https://link.springer.com/article/10.1007/s10833-020-09412-0
  6. Fugli. I, & Robberstad. J. (2020) Evig Teatermagi. DRAMA: Nordisk Dramapedagogisk Tidsskrift, Vol. 57 (Utg. 2) 46-51. https://doi.org/10.18261/issn.2535-4310-2020-02-11
  7. Fugli. I, & Wergeland. M. (2020) Shine bright like a diamond. DRAMA: Nordisk Dramapedagogisk Tidsskrift, Vol. 57, (Utg.1) 78-83. https://doi.org/10.18261/issn.2535-4310-2020-01-17
  8. Haagensen, J., Eklund, G., & Aspfors, J. (2020). Values and beliefs matter – Newly qualified teachers’ experiences of relational trust. Journal of Teacher Education and Educator, 9(3), 329–347. https://dergipark.org.tr/tr/download/article-file/1080269
  9. Laterza, V., Tømte, C. E., Pinheiro, R. (2020) Digital transformations with “Nordic characteristics”? Latest trends in the digitalisation of teaching and learning in Nordic higher education (introductory essay) Nordic Journal of Digital Literacy 15 (4) 225-233
  10. Smith, K., Hakel, K., & Skjeldestad, K. (2020). Universitetslektorer – en neglisjert profesjonsgruppe? Uniped, 43(4), 280-297.
  11. Tømte, C. E., Laterza, V., Pinheiro, R., Avramovic, A. (2020) Is there a Scandinavian model for MOOCs? Understanding the MOOC phenomenon in Denmark, Norway, and Sweden. Nordic Journal of Digital Literacy 15 (4) 234-245
  12. Tømte, C., & Gjerustad, C. (2020) Online or offline – Does it matter? A study of inservice teachers’ perceptions of learning outcomes in Norway. Nordic Journal of Digital Literacy 15 (4) 259-273
  13. Wollscheid, S. Tømte, C., Sjaastad, J. (2020) How a SPOC might facilitate in-service teachers' interactions in professional development. Nordic Journal of Digital Literacy. 15 (2) 125 – 137

Deltakere

Publisert 19. nov. 2024 10:30 - Sist endret 21. jan. 2026 12:10