Christina Maria Nygren-Landgärds

• Eklund, Gunilla Brita Maria & Nygren-Landgärds, Christina M. (2026). Universitetslærere mellom vitenskap og profesjon – en studie av deres syn på balansen mellom vitenskapelig kunnskap og profesjonell praksis. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 110(2), s. 150–163. doi: 10.18261/npt.110.2.5. Fulltekst i vitenarkiv Vis sammendrag

  Formålet med denne studien er å undersøke universitetslæreres oppfatning av sitt oppdrag, med fokus på relasjonen mellom universitetsutdanning og arbeidslivsrelevans. Totalt 27 deltakere fra et kurs i universitetspedagogikk ved et universitet i Norge deltok i studien og besvarte et spørreskjema med to åpne spørsmål. Resultatene viser at universitetslærere står ispennet mellom ulike roller og oppgaver. De fremhever viktigheten av praksisnær og relevant undervisning, samtidig som undervisningen skal være forskningsbasert og av høy faglig kvalitet. Videre vektlegger de verdien av arbeidslivsrelevans og ser samskaping og kobling av teori og praksis som avgjørende for å gi studentene en solid utdanning.

• Amdal, Irina Ivashenko; Mastad, Line & Nygren-Landgärds, Christina Maria (2025). Pedagogikk og elevkunnskap i norsk lærerutdanning: En studie om hvordan førsteårsstudenter i grunnskolelærerutdanningen opplever pedagogikkfaget og dets betydning for deres profesjonelle utvikling. Nordic Studies in Education. ISSN 1891-5914. 45(4), s. 262–282. doi: 10.23865/nse.v45.7254. Fulltekst i vitenarkiv Vis sammendrag

  This study examines how Norwegian first-year students in teacher education experience the subject of pedagogy and its importance for their professional development. The subject is to contribute to an understanding of teaching as a relationship-oriented profession and the development of knowledge about decision-making processes. In the study, 136 students reflected on the subject in a questionnaire. The results show that students consider the subject of pedagogy to be central, but not always useful. The study raises questions about how teacher education can better integrate students’ experiences in the development of teacher education to promote a deeper understanding of the teacher role and the need for continuous development of professional competence.

• Nygren-Landgärds, Christina M.; Måtrensson, Lena B; Pyykkö, Riitta; Bjørnestad, John Olav & Schoulz, Rolad Von (2022). Quality culture at Nordic Universities. European Journal of Higher Education. ISSN 2156-8235. doi: 10.1080/21568235.2022.2116066. Fulltekst i vitenarkiv Vis sammendrag

  This study aimed to investigate common features and ways of understanding quality culture (QC) within higher education institutions (HEIs) in Nordic countries. While the concept of QC is commonly accepted and often used, its meaning is not always clear. This paper focuses on how Nordic universities frame QC in their internal documentation. The Nordic context was chosen due to the close cooperation on quality issues that characterise HEIs within the Nordic region. The discussion section of this paper outlines QC in relation to quality assurance (QA) among HEIs within the European and Nordic regions. Sixteen universities participated in the study by sharing documents describing their QCs. The data were analysed using qualitative content analysis and discussed from different perspectives, such as regarding how the universities use the concept of QC and how QC is created. Based on the results, a model was created that provides an overview of how QC emerges and how the concept is implemented in documentation. It is hoped that the results will both contribute useful input to the ongoing collaboration on quality issues among HEIs in the Nordic region and will also be useful in enhancing QC at universities in other regions.

• Nygren-Landgärds, Christina Maria (2021). Forskning på bredden av vetenskapsområdet. Techne Serien. 28(4), s. 165–178. doi: 10.7577/TechneA.4734. Fulltekst i vitenarkiv Vis sammendrag

  Hensikten med artikkelen er å diskutere behov og utfordringer med forskning på bredden innen et fagpedagogisk område. Artikkelen setter søkelyset på forskning innen sløydvitenskap som er et akademisk fag innen det pedagogiske vitenskapsområdet i Finland. Artikkelen diskuterer problematikken på et teoretisk generelt nivå og konkretiserer diskusjonen men et innblikk i hvordan tre masterstudenter tenker om sine masteroppgaven som er eksempel på forskning på bredden av vitenskapsområdet.

• Elo, Janne & Nygren-Landgärds, Christina M. (2021). Teachers’ perceptions of autonomy in the tensions between a subject focus and a cross-curricular school profile: A case study of a Finnish upper secondary school. Journal of educational change. ISSN 1389-2843. 22(3), s. 423–445. doi: 10.1007/s10833-020-09412-0. Fulltekst i vitenarkiv Vis sammendrag

  Recent research has indicated global trends of decreasing teacher autonomy and increasing teacher accountability. Standardised national tests have been identifed as one of many factors constraining teacher autonomy. Another trend infuencing teachers’ scope of action is the profling and branding of schools that compete for students. This qualitative case study concerns the general upper secondary level in Finland, the only level of education in the country with a high-stakes fnal examination—the matriculation exam. The upper secondary level is generally regarded as Finland’s most subject-focused level of education. In contrast to this subject-focused tradition, the case school for this research has developed a cross-curricular profle emphasising creativity, boundary crossing and an outward orientated approach. The study explores the teachers’ perceptions of how their autonomy is constrained in this context characterised by tensions between the cross-curricular school profle on one hand, and the subject-focused tradition and student evaluations on the other. Although one might expect these tensions to constrain teacher autonomy, the results show that the teachers, in fact, experience the cross-curricular school profle as increasing their individual autonomy. The study demonstrates that upper secondary teachers can experience extensive autonomy despite global trends of increasing teacher accountability and diminishing teacher autonomy.

• Nygren-Landgärds, Christina (2011). Uppdraget. Ett vetenskapligt förhållningssätt i lärarutbildningen. Techne Serien. s. 8–21. Fulltekst i vitenarkiv

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• Nygren-Landgärds, Christina M. & Landgärds-Tarvoll, Ida Maria (2026). Pedagogisk grundsyn. Fulltekst i vitenarkiv

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