Esther Tamara Canrinus

• Cameron, David Lansing; Matre, Marianne Engen & Canrinus, Esther Tamara (2023). Influences of a Professional Development Program on Teachers’ Attitudes Towards Educational Technology and Digital Learning Resources for Inclusion. I Escudeiro, Paula; Escudeiro, Nuno & Bernardes, Oscar (Red.), Handbook of Research on Implementing Inclusive Educational Models and Technologies for Equity and Diversity. IGI Global. ISSN 9798369304532. s. 218–235. doi: 10.4018/979-8-3693-0453-2.ch011.
• Bjerknes, Anne-Line; Opdal, Lars & Canrinus, Esther Tamara (2023). ‘I finally understand my mistakes’–the benefits of screencast feedback. Technology, Pedagogy and Education. ISSN 1475-939X. 33(1), s. 43–55. doi: 10.1080/1475939X.2023.2258134. Fulltekst i vitenarkiv Vis sammendrag

  This study explores the impact of screencast feedback on maths tests for junior and high school students. While prior research emphasises the influence of feedback on learning, its effectiveness varies with type and delivery. Although studies in higher education observe improved precision and emotional connections through screencast feedback, its applicability in secondary education remains understudied. The authors surveyed 99 students, collecting responses via an 11-item questionnaire after the students had received feedback. Through thematic analysis, they found 72% favoured video feedback due to its clarity, depth and personal touch. Conversely, 17% preferred written feedback for efficiency. These findings underscore the benefits of screencasting feedback, highlighting its comprehensibility and individualised nature. Given the rise of digital learning, educators are encouraged to adopt screencasting as a valuable tool for enhancing feedback in academic settings.

• 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. Vis sammendrag

  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.

• Dalehefte, Inger Marie & Canrinus, Esther Tamara (2023). Fostering Pupils’ Deep Learning and Motivation in the Norwegian Context: A Study of Pupils’ Perceptions of Mathematics Instruction and the Link to Their Learning Outcomes. I Maulana, Ridwan; Helms-Lorenz, Michelle & Lorenz, Robert M. (Red.), Effective Teaching Around the World. Theoretical, Empirical, Methodological and Practical Insights . Springer. ISSN 978-3-031-31678-4. s. 619–634. doi: 10.1007/978-3-031-31678-4_27. Fulltekst i vitenarkiv
• Canrinus, Esther Tamara & Frøytlog, Jo Inge Johansen (2023). Teacher Collaboration in Times of Change – Enhancing Existing Research in Norway Through A Social Network Analysis Perspective. I Liou, Yi-Hwa & Daly, Alan, J. (Red.), The Relational Leader. Catalysing Social Networks for Educational Change.. Bloomsbury Academic. ISSN 9781350336445. s. 115–126. Vis sammendrag

  Teacher collaboration has been a focal point in Norwegian schools for decades. A new national curriculum has been gradually implemented since 2020 and conveys high expectations regarding teacher collaboration. The new curriculum stresses the interconnected nature of knowledge and knowledge-sharing practices; however, current research into teacher collaboration and the new curriculum in Norway rarely applies methods that are particularly suited for describing and explaining such interconnectedness. In this chapter, we argue that a social network analysis (SNA) perspective can complement existing research and methodologies and enrich our understanding of collaborative processes in teacher teams in Norway. Additionally, this perspective can shed light on the school principal’s support and position in these collaborative processes. We particularly argue that SNA can offer novel ways of mapping and comprehending the important relationship between informal and formal collaborative processes during the implementation of reform.

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• 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.
• Canrinus, Esther Tamara; Matre, Marianne Engen & Cameron, David Lansing (2022). Perceptions of Teachers and Students regarding the Inclusion of Students with Special Educational Needs During the COVID-19 Pandemic in Norway.
• 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?
• Jenset, Inga Staal & Canrinus, Esther Tamara (2022). Monitoring Opportunities to Study Practice in Teacher Education – Teacher Candidates’ Perspectives .

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