lærerutdanning i Tyskland (videregående skoler med fagene tysk og engelsk)
over 10 år arbeidserfaring i norsk ungdomsskole, herunder ett år som assisterende rektor
2019-2023 stipendiat ved institutt for pedagogikk/UiA
siden 11/2023 universitetslektor ved institutt for pedagogikk/UiA

Vitenskapelige publikasjoner

Denfeld, Annette-Pascale (2024). Combining a safe psychosocial environment and professionalism - Norwegian teachers' responsibility and accountability in enacting the Education Act. Teacher Ethics and Teaching Quality in Scandinavian Schools: New Reflections, Future Challenges, and Global Impacts. ISBN: 978-1-032-50930-3. Routledge.
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). s 5041 - 5061. doi:10.1002/pits.23001.

Canrinus, Esther Tamara; Denfeld, Annette-Pascale (2024). Praksisnær undervisning ved UiA - PPU mellom campus og klasserommet.
Denfeld, Annette-Pascale; Canrinus, Esther Tamara; Dalehefte, Inger Marie (2023). Norwegian teachers and a safe psychosocial environment: accountability, responsibility, and identity.
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?.
Denfeld, Annette-Pascale; Canrinus, Esther Tamara; Dalehefte, Inger Marie (2021). Follow the act or consider the consequences? Teachers’ ethics, self-efficacy and job satisfaction.

Ekspertområder

Sist endret: 21.03.2024 09:03