Annette-Pascale Denfeld

Universitetslektor

Institutt for pedagogikk

E-post: annette.denfeld@uia.no
Telefon: +47 38141896
Mobiltelefon: +4738141896

Kontor 32 116 (Universitetsveien 32, 4630 Kristiansand, Norway)

Forskningsgrupper

Profesjoner og profesjonelle i samarbeid

Forskning

Forskergruppe Profesjoner og profesjonelle i samarbeid

Profesjonsforskning

Opplæringslovens kapittel 9 A

Læreridentiet

Ansvar og accountability

Undervisning

PED155/158 - Pedagogikk (for trinn 8-13)

PED420/421 - Pedagogikk (for trinn 8-13)

PED425 - Sosioemosjonell sårbarhet

PED428 - Den forskende, nyskapende og etisk bevisste lærer (trinn 5-10)

PED430 - Begynneropplæring i et helhetlig perspektiv

Kort biografi

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

Denfeld, Annette-Pascale (2024). Combining a safe psychosocial environment and professionalism - Norwegian teachers' responsibility and accountability in enacting the Education Act. I Damgaard Knudsen, Lars Emmerik; Wiberg, Merete; Bjerg Petersen, Karen & Haastrup, Lisbeth (Red.), Teacher Ethics and Teaching Quality in Scandinavian Schools: New Reflections, Future Challenges, and Global Impacts. Routledge. ISSN 978-1-032-50930-3. doi: 10.4324/9781003407775-10.
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.

Se alle arbeider i Cristin

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.

Se alle arbeider i Cristin

Publisert 16. apr. 2024 11:35