Universitetet i Agder

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.

Vitenskaplige publikasjoner

Nesje Katrine, Canrinus Esther Tamara, Strype Jon, "Trying on teaching for fit" - Development of professional identity among professionals with multiple career opportunities (2018). Teaching and Teacher Education : An International Journal of Research and Studies . ISSN 0742-051X. 69 s 131 - 141 doi: 10.1016/j.tate.2017.10.011
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
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
Canrinus Esther Tamara, Klette Kirsti, Hammerness Karen, Diversity in coherence: Strengths and opportunities of three programs. (2017). Journal of Teacher Education . ISSN 0022-4871. doi: 10.1177/0022487117737305
Helms-Lorenz Michelle, Grift, van de Wim, Canrinus Esther Tamara, Maulana Ridwan, Veen, van Klaas, Evaluation of the behavioral and affective outcomes of novice teachers working in professional development schools versus non-professional development schools. (2018). Studies in Educational Evaluation . ISSN 0191-491X. 56 s 8 - 20 doi: 10.1016/j.stueduc.2017.10.006
Liou Yi-Hwa, Daly Alan, J., Canrinus Esther Tamara, Forbes Cheryl, Moolenaar Nienke, Cornelissen Frank, Van Lare Michelle, Hsiao Joyce, Mapping the social side of pre-service teachers: connecting closeness, trust, and efficacy with performance (2017). Teachers and Teaching: theory and practice . ISSN 1354-0602. 23 (6), s 635 - 657 doi: 10.1080/13540602.2016.1218329
Canrinus Esther Tamara, Bergem Ole Kristian, Klette Kirsti, Hammerness Karen Moore, Coherent teacher education programmes: taking a student perspective (2017). Journal of Curriculum Studies . ISSN 0022-0272. 49 (3), s 313 - 333 doi: 10.1080/00220272.2015.1124145
Fokkens-Bruinsma Marjon, Canrinus Esther Tamara, Korpershoek Hanke, Doolaard Simone, 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]. (2015). Pedagogische Studiën . ISSN 0165-0645. 92 s 324 - 343
Fokkens-Bruinsma Marjon, Canrinus Esther Tamara, Motivation and degree completion in a university-based teacher education programme (2015). Teaching Education . ISSN 1047-6210. 26 (4), s 439 - 452 doi: 10.1080/10476210.2015.1034682
Cornelissen Frank, Daly Alan, J., Liou Yi-Hwa, Van Swet Jacqueline, Beijaard D., Bergen Theo, Canrinus Esther Tamara, Teacher education’s challenge of changing research relationships with schools. (2015). AERA Open . ISSN 2332-8584. 1 (4), s 1 - 24 doi: 10.1177/2332858415617753

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).
Fokkens-Bruinsma Marjon, Canrinus Esther Tamara, Rooij, van Els, Enhancing mastery goals in the classroom: The relationship between classroom goal structures and personal goals. (2018).
Fokkens-Bruinsma Marjon, rooij, van Els, Canrinus Esther Tamara, How do classroom structures shape secondary school students’ achievement goals? (2018).
Jenset Inga Staal, Canrinus Esther Tamara, Klette Kirsti, Hammerness Karen Moore, What is the role of theory and practice in a research-based teacher education? A teacher candidate perspective across five programs (2018).

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Sist endret: 21.06.2018 14:06

Esther Tamara Canrinus

Førsteamanuensis

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