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Esther Tamara Canrinus

Førsteamanuensis

 
Kontor:
EU102 ( Universitetsveien 25, Kristiansand )

Forsker på Norges Forskningsråd 
November 2016 - August 2017

Postdoc på Universitetet i Oslo 
November 2014 - November 2016

Lærerutdanner og forsker på Universitetet i Groningen
Januar 2012 - Desember 2014

Postdoc på Universitetet i Groningen
Januar 2011 - Januar 2012

Stipendiat på Universitetet i Groningen
Oktober 2006 - Januar 2011

Forskningsassistent på Universitetet i Groningen
Februar 2006 - Oktober 2006 

Faglige interesser

Undervisningsfag:

PED157 Pedagogikk og elevkunnskap

PED158 Pedagogikk

PED233 Bacheloroppgave, vitenskapsteori og forskningsmetoder

PED420 Pedagogikk (for trinn 8-13)

PED511 Masteroppgave

PED519 Vitenskapsteori og forskningsmetoder



Peer reviewed scientific articles

2018

Canrinus, E. T., Klette, K., & Hammerness, K. (in press). Diversity in coherence: Strengths and opportunities of three programs. Journal of Teacher Education. https://doi.org/10.1177/0022487117737305

Helms-Lorenz, M., Van de Grift, W., Canrinus E. T., Maulana, R., & Van Veen, K. (2018). Evaluation of the behavioral and affective outcomes of novice teachers working in professional development schools versus non-professional development schools. Studies in Educational Evaluation, 56, 8-20. https://doi.org/10.1016/j.stueduc.2017.10.006

Nesje, K., Canrinus, E. T., & Strype, J. (2018). “Trying on teaching for fit” – Development of professional identity among professionals with multiple career options. Teaching and Teacher Education, 69, 131-141. https://doi.org/10.1016/j.tate.2017.10.011

 

2017

Canrinus, E. T., Bergem, O. K., Klette, K., & Hammerness, K. (2017).Coherent teacher education programmes: taking a student perspective. Journal of Curriculum Studies, 49, 313-333.

Liou, Y., Daly, A. J., Canrinus, E. T., Forbes, C. A., Moolenaar, N. M., Cornelissen, F., Van Lare, M., & Hsiao, J. (2017).Mapping the social side of pre-service teachers: Connecting closeness, trust and efficacy with performance. Teachers and Teaching: Theory and Practice, 23(6), 635-657.

2015

Cornelissen, F., Daly, A. J., Liou, Y., Van Swet, J., Beijaard, D., Bergen, T., & Canrinus, E. T. (2015).Teacher education’s challenge of changing research relationships with schools. AERA Open, 1(4), 1-24.

Fokkens-Bruinsma, M., Canrinus, E. T., Korpershoek, H., Doolaard, S. (2015).Motivatie om leraar te worden: Validering van het FIT-Choice instrument voor de Nederlandse context [Motivation to become a teacher: Validation of the FIT-Choice instrument for the Dutch context]. Pedagogische Studiën, 92, 324-343.

Fokkens-Bruinsma, M. & Canrinus, E. T. (2015). Motivation and degree completion in a university-based teacher training programme. Teaching Education, 26, 439-452.

 

2014

Canrinus, E. T., & Fokkens-Bruinsma, M. (2014). Changes in student teachers’ motives and the meaning of teacher education programme quality. European Journal of Teacher Education, 37, 262-278.

Fokkens-Bruinsma, M., & Canrinus, E. T. (2014). Motivation to become a teacher and engagement to the profession: evidence from different contexts. International Journal of Educational Research, 65, 65-74.

Tammenga-Helmantel, M. A., Arends, E., & Canrinus, E. T. (2014). The effectiveness of deductive, inductive, implicit and incidental grammatical instruction in Dutch second language classrooms. System, 45, 198-210.

 

2012

Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, W. H. A. (2012).Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity. European Journal of Psychology of Education, 27, 115-132.

Fokkens-Bruinsma, M. & Canrinus, E. T. (2012).Adaptive and maladaptive motives to become a teacher. Journal of Education for Teaching, 38, 3-19.

Fokkens-Bruinsma, M. & Canrinus, E. T. (2012).The Factors Influencing Teaching (FIT)-Choice scale in a Dutch teacher education program. Asia-Pacific Journal of Teacher Education, 40, 249-269.

Helms-Lorenz, M., Slof, B., Vermue C. E., & Canrinus, E. T. (2012).Beginning teachers’ self-efficacy and stress and the supposed effects of induction arrangements. Educational Studies, 38, 189-207.

 

2011

Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, W. H. A. (2011). Profiling teachers’ sense of their professional identity. Educational Studies, 37, 593-608.

Fokkens-Bruinsma, M. & Canrinus, E. T. (2011). Wat motiveerde je om docent te worden? Relaties met professionele betrokkenheid en vertrouwen in eigen kunnen bij beginnende en ervaren docenten. Pedagogische Studiën, 88, 41-56.

 

Professional publications

Lillejord, S., Johansson, L., Canrinus, E., Ruud, E., & Børte, K. (2017).Kunnskapsbasert språkarbeid i barnehager med flerspråklige barn. Oslo: Kunnskapssenter for utdanning.

Helms-Lorenz, M., Maulana, R., Canrinus, E., van Veen, K., & van de Grift, W. (2016).Teaching skills and transition smoothness of teachers educated in professional development schools in The Netherlands. Groningen: University of Groningen

Canrinus, E. (2012). Professionele identiteit van leraren [The professional identity of teachers]. Meso Magazine, 32, 9-13.

Canrinus, E. T., & Fokkens-Bruinsma, M. (2011). Beroepsmotivatie van docenten [The professional motivation of teachers]. Narthex, 11, 24-26.

Canrinus, E. T. (2007). Bijeenkomst van de VELON werkgroep onderzoek [Meeting of the VELON research workgroup].Tijdschrift voor Lerarenopleiders, 28, 67-68.

Canrinus, E. T. & Dobber, M. (2009).Conferentieverslag. Disciplined inquiry: Education research in the circle of knowledge. De jaarlijkse bijeenkomst van de American Educational Research Association (AERA), 13-17 April 2009, San Diego [Conference report on the 2009 AERA meeting]. Pedagogische Studiën, 86, 419-420.

Vitenskapelige publikasjoner

  • Canrinus Esther Tamara, Klette Kirsti, Hammerness Karen, Perceptions of coherence; The research-practice gap? (2019).
  • Liou Yi-Hwa, Canrinus Esther Tamara, Daly Alan, J., Activating the implementers: The role of organizational expectations, teacher beliefs, and motivation in bringing about reform (2019). Teaching and Teacher Education : An International Journal of Research and Studies . ISSN 0742-051X. 79 s 60 - 72 doi: https://doi.org/10.1016/j.tate.2018.12.004
  • Canrinus Esther Tamara, Klette Kirsti, Hammerness Karen, Bergem Ole Kristian, Opportunities to enact practice in campus courses: Taking a student perspective. (2019). Teachers and Teaching: theory and practice . ISSN 1354-0602. 25 (1), s 110 - 123 doi: 10.1080/13540602.2018.1526171
  • Fokkens-Bruinsma Marjon, Canrinus Esther Tamara, ten Hove Myrthe, Rietveld Linda, The relationship between teachers' work motivation and classroom goal orientation (2018). Pedagogische Studiën . ISSN 0165-0645. 85 (2), s 86 - 100
  • Skogedal Magnus Nødland, Omdal Heidi, Canrinus Esther Tamara, Dalehefte Inger Marie, Hva må til for å være lærer i 2018? (2018).
  • Jenset Inga Staal, Canrinus Esther Tamara, Klette Kirsti, Hammerness Karen, Opportunities to analyse pupils' learning within coursework on campus: A remaining challenge in teacher education (2018). European Journal of Teacher Education . ISSN 0261-9768. 41 (3), s 360 - 376 doi: 10.1080/02619768.2018.1448783
  • Canrinus Esther Tamara, Bjerknes Anne-Line, Feedback, written or video? The possible impact on secondary education. (2018).
  • Matre Marianne Engen, Canrinus Esther Tamara, How to prevent dropout? Designing an approach to enhance motivation in adolescent language learners. (2018).
  • Canrinus Esther Tamara, Bjerknes Anne-Line, Video vs written feedback: potential effects. (2018).
  • Canrinus Esther Tamara, Matre Marianne Engen, Horverak May Olaug, Subject specific motivation: a matter of profiling? (2018).

Sist endret: 2.10.2018 12:10

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