Gunilla Maria Eklund

• Salo, Petri; Maaranen, Katriina; Eklund, Gunilla & Aspfors, Jessica (2026). Finnish preservice teachers’ future identity: empathy-based stories of success and failure. European Journal of Teacher Education. ISSN 0261-9768. doi: 10.1080/02619768.2026.2736574. Fulltekst i vitenarkiv Vis sammendrag

  Teacher identity has been addressed in various ways in teacher education. However, there remains no consensus on how teacher identity should be understood. This study explores how Finnish preservice teachers perceive their future work, as well as the factors that shape their teacher identity. An empathy-based method was used for data collection. Preservice teachers at the end of their studies (N = 155) responded with narratives based on two fictional future scenarios; approximately half (n = 79) depicted professional success, and the other half (n = 76) depicted professional failure. Reflexive thematic analysis resulted in the identification of five themes across both types of narrative. Self-leadership, classroom practices, and the work community were the most prominent themes, whereas teacher education and home–school cooperation were less prominent. The findings reveal that preservice teachers’ understanding of their future work is comprehensive. Developing teacher identity involves interwoven dimensions that exist in reciprocal relationships.

• 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.

• Maaranen, Katriina; Eklund, Gunilla Brita Maria & Aspfors, Jessica (2026). Master’s thesis as part of research-based teacher education in Finland: Case study of two programs. Nordisk Tidskrift för Allmän Didaktik. ISSN 2002-2832. 12(1), s. 26–42. doi: 10.57126/noad.2026.64519. Fulltekst i vitenarkiv Vis sammendrag

  This article aims to describe and discuss the master’s thesis** within Finnish research-based teacher education through two cases: the master’s thesis in primary school teacher education at Åbo Akademi University, and at the University of Helsinki.The description of the two cases shows that the master’s thesis and related processes are for the most part similar, although there are few national regulations and guidelines for master’s theses in Finland. In relation to Healey and Jenkins’ (2009) model of undergraduate research and inquiry, the Finnish master’s thesis can be characterised as research based. Students are active in the master’s thesis process, conducting their own research projects and developing their research skills. Similarly, the master’s thesis can be positioned as research-engaged in the conceptual model by Yildirim et al. (this issue). The primary focus is on empirical (academic) research rather than on developmental and practice-based (professional) research. While Finnish research-based teacher education has been recognised internationally, there are still critical voices. These voices encourage further reflection on the role of the master’s thesis in educational studies in teacher education, closer consideration of the theory-practice relationship, and greater emphasis on the metacognitive aspects that the master’s thesis process should offer.

• Løvland, Anne & Eklund, Gunilla Brita Maria (2026). Masterveiledning mellom fag og profesjon. Lærerutdanneres syn på veiledning av norskfaglige masteroppgaver. Nordisk tidsskrift for utdanning og praksis. 20(1), s. 1–24. doi: 10.23865/up.v20.7327. Fulltekst i vitenarkiv Vis sammendrag

  Målet med denne studien var å undersøke hvordan lærerutdannere innen norskfaget oppfatter veiledning av masteroppgaver i norsk lærerutdanning. To forskningsspørsmål ble formulert: Hvordan oppfatter veilederne sin veilederrolle i spennet mellom faglighet og skoleretning? Og hvilke synspunkter har de på masteroppgavens rolle i lærerutdanningen? Tidligere forskning viser ulike perspektiver på masteroppgaven og veiledning av disse i de femårige lærerutdanningene. Til tross for dette har studier i mindre grad undersøkt styrker og utfordringer i en mer fagorientert kontekst. I denne studien er fokus på norskfaget i lærerutdanningen. Ti lærerutdannere fra fem institusjoner ble tilfeldig valgt og intervjuet. En induktiv tilnærming ble benyttet, og analysen fulgte den tematiske analysen utviklet av Braun og Clarke. Resultatene viste interessante forskjeller mellom veilederne som speiler forskjeller i utdanning og erfaring, men også en felles forståelse av utfordringene og mulighetene knyttet til at studentene skriver masteroppgaver. Lærerutdannerne føler seg trygge på veiledning innen sitt eget fagområde, men opplever usikkerhet ved ukjente temaer og metoder, spesielt empiriske. Veilederne er bekymret for studentenes skriveferdigheter, men viser et sterkt engasjement for å støtte deres faglige utvikling. Til tross for varierende karakterer, mener lærerutdannerne at studentene opplever betydelig faglig vekst gjennom arbeidet med masteroppgaven. Dette understreker oppgavens viktige rolle i lærerutdanningen. 

• Eklund, Gunilla Brita Maria; Aspfors, Jessica; Maaranen, Katriina & Eskelä-Haapanen, Sirpa (2025). Uncharted territory – master’s theses in Finnish primary school teacher education. Scandinavian Journal of Educational Research. ISSN 0031-3831. s. 1–16. doi: 10.1080/00313831.2025.2550263. Fulltekst i vitenarkiv Vis sammendrag

  The aim of this study is to examine the master’s theses of primary school student teachers in Finland. Furthermore, the aim is to place the results, in terms of format and content of the master’s theses, within the theoretical framework of an academic and a professional orientation. The data comprised 150 theses from three teacher education programmes. For data analysis, qualitative theory-driven content analysis and inductive reasoning were employed. The findings revealed considerable variability in both the format and content of the theses. Despite modest national regulation and very few guidelines governing the thesis, there were relatively small differences between the universities in terms of the format and content of the thesis. Due to Ministry of Education policy, there will be increasing pressure to establish standardized guidelines to ensure timely completion. Furthermore, it is imperative to underscore the broader significance of master’s theses as research-based teacher education in Finland develops.

• Eklund, Gunilla Brita Maria & Løvland, Anne (2025). Supervision of master’s theses in teacher education: Norwegian teacher educators’ views of their role and competence. European Journal of Teacher Education. ISSN 0261-9768. s. 1–18. doi: 10.1080/02619768.2025.2511864. Fulltekst i vitenarkiv Vis sammendrag

  The aim of this study was to investigate teacher educators’ views of the supervision of master’s theses in Norwegian teacher education. Despite Norway’s well-established master’s level-based teacher education, few studies on master’s thesis supervision in teacher education have been reported. This study contributes to filling this research gap and increasing knowledge of the supervision of master’s theses from supervisors’ perspectives. Ten teacher educators from five institutions were randomly selected and interviewed. An inductive approach was chosen, and the analysis followed the thematic analysis developed by Braun and Clarke. The results showed that the supervisor is crucial for the success of students’ theses. The supervisors had different roles and competences and chose an adaptive style in order to facilitate students’ different thesis processes. Depending on the student’s position, both a teaching and a partnership model of supervision as well as an academic and a personal dimension were needed.

• Fiskum, Tove Anita; Jegstad, Kirsti Marie; Aspfors, Jessica & Eklund, Gunilla Brita Maria (2025). The goal of research-based learning in teacher education: Norwegian and Finnish teacher educators’ perspectives. Cogent Education. 12(1). doi: 10.1080/2331186X.2025.2465918. Fulltekst i vitenarkiv Vis sammendrag

  Within research-based teacher education, there is still a lack of common understanding and consensus regarding what research-based learning means and how it should be organised. In this study, the aim was to explore how teacher educators perceive student teachers’ research-based learning within teacher education in Norway and Finland. The study collected data through interviews with 22 teacher educators. The analysis was done in an inductive way, inspired by constant comparative analysis. The results are categorized into four main areas: 1) academic writing, 2) research competence, 3) critical and analytic thinking and 4) lifelong learning in the teaching profession. These categories represent how teacher educators envisage the development of student teachers’ research-based learning. In the discussion, the theoretical framework of research-based-learning drives the reflection about the categories and the relationship between them. The study concludes that both narrow and broad views of student teachers’ research-based learning, founded on the four categories, are necessary for the development of professional teachers. The narrow views lay the foundation for the broader ones, emphasizing that it is equally important for student teachers to achieve the goals of both perspectives.

• Henriksson, John; Eklund, Gunilla Brita Maria & Aspfors, Jessica Marianne (2024). Student Teachers ’Transfer of Knowledge to the School Community. Journal of Teacher Education and Educators (JTEE). ISSN 2147-0456. 13(2), s. 119–133. Fulltekst i vitenarkiv Vis sammendrag

  Previous studies have revealed some ambiguity regarding the role of research in teacher education and teachers’ use of research in their profession. In view of this, a research project was started in 2019 with the aim of developing a connection between research and practice through a popular scientific approach. Student teachers create video pitches and didactic materials based on their master’s theses to transfer knowledge to the school community. The current study investigates how teachers perceived student teachers’ scientific master’s theses when they are communicated in a popular scientific way. Ten Finnish primary school teachers were interviewed in 2022 and 2023, and the data was analysed through reflexive thematic analysis. The findings show that the teachers found the student teachers’ popular scientific materials to be beneficial to the teachers’ own learning, the development of students’ digital competence and the recruitment of new teachers. The teachers also noted that the student teachers’ materials were more accessible than traditional theses, but they identified the need for further developments in the platform, material quality and practical application. Based on these results, we suggest that educational research should develop formats for dissemination and knowledge transfer that are more applicable to teachers in their daily practice

• Aksland, Charlotte; Mestad, Idar; Jegstad, Kirsti Marie & Eklund, Gunilla Brita Maria (2024). Masteroppgaver innen forskningsbasert lærerutdanning i naturfag: Studenters og lærerutdanneres perspektiver. I Henriksen, Ellen Karoline; Jegstad, Kirsti Marie; Pajchel, Katarina; Mestad, Idar & Eklund, Gunilla Brita Maria (Red.), Fra forskningsfronten til klasserommet. Perspektiver på forskningsbasert lærerutdanning i naturfag. Universitetsforlaget. ISSN 9788215069555. s. 32–52. doi: 10.18261/9788215069548-24-02. Fulltekst i vitenarkiv Vis sammendrag

  I denne studien undersøker vi naturfaglærerstudenters og naturfaglærerutdanneres syn på betydningen av masteroppgaven i forskningsbasert grunnskolelærerutdanning. Datamaterialet består av refleksjonsnotater fra studenter og intervjuer med lærerutdannere. Analysen viser at respondentene trekker fram naturfagdidaktisk læring, forskerkompetanse, å utvikle et forskende blikk på profesjonsutøvelsen og personlig utvikling som sentralt for å utvikle studentenes profesjonskompetanse.

• Jegstad, Kirsti Marie; Eklund, Gunilla Brita Maria; Aksland, Charlotte & Mestad, Idar (2024). Norwegian science teacher educators’ views of the master’s thesis and the supervision process. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2024.2419073. Fulltekst i vitenarkiv Vis sammendrag

  The aim of this article is to investigate Norwegian science teacher educators’ views of the master’s thesis and the supervision process in connection with the recent change to five-year master’s programmes. Interviews with fourteen science teacher educators from the seven teacher education institutions offering a master’s specialisation in science education were analysed inductively through thematic analysis. The teacher educators’ perceptions were represented by four themes: development of personal traits, academic competence, value for classroom practice and value for the teaching community. Furthermore, they emphasised being project leaders and having competence in science education and relational competence when supervising master’s theses. The science educators are positive about the general features of the master’s thesis, such as developing personal traits and more research-competent colleagues of teachers. However, the study revealed that many supervisors expressed a lack of competence and supervision experience, and we suggest involving teacher educators in research projects in education.

• Aalbergsjø, Siv Gundrosen; Henriksen, Ellen Karoline & Eklund, Gunilla Brita Maria (2023). Fostering research literate science teachers: Science teacher educators’ views on research-based teacher education. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 19(1), s. 20–34. doi: 10.5617/NORDINA.9582. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria; Mestad, Idar; Aksland, Charlotte & Jegstad, Kirsti Marie (2022). Research assignments in teacher education - Norwegian undergraduate student teachers' experiences of the writing process. Acta Didactica Norden (ADNO). 16(3). doi: 10.5617/adno.9196. Fulltekst i vitenarkiv Vis sammendrag

  The aim of Norway’s reformed teacher education programme is to educate research-literate teachers who are able to integrate research-based knowledge into classroom experiences. Based on this, the aim of the present study was to gain deeper insight into student teachers’ experiences of working on their research and development (R&D) assignments in order to obtain a better understanding of the process from their perspective. More specifically, their experiences of working on the R&D assignments before, during and after the writing process were investigated through essays. Data were collected from 59 informants from two teacher education institutions, and 137 essays were analysed in line with a thematic analytical approach. The student teachers’ experiences of working on the R&D assignments were related to two themes: a positive and challenging process, and research and teacher relevance. In line with these themes, the R&D assignments should be organised so as to provide enough support for student teachers alongside the appropriate tools for managing the research task. Furthermore, R&D assignments within teacher education can be seen as a route towards connecting research and practice and further developing research-literate teachers

• Jusslin, Sofia & Eklund, Gunilla Brita Maria (2022). Doing arts-based master’s thesis supervision/writing in teacher education: A new materialist approach to supervision. Journal for Research in Arts and Sports Education. 6(3), s. 121–137. doi: 10.23865/jased.v6.3538. Fulltekst i vitenarkiv
• Kula, Stefan; Eklund, Gunilla Brita Maria & Kronholm, Anette (2022). Kodknäckaren – Gymnasiestuderandes syn på ett genrepedagogiskt läromedel och dess betydelse för välmående och studieframgång. Finsk Tidskrift (FT). ISSN 0015-248X. s. 35–59. Fulltekst i vitenarkiv
• Sjöblom, Pia; Eklund, Gunilla Brita Maria & Fagerlund, Petra (2021). Student teachers’ views of outdoor education as teaching method. Two cases from Finland and Norway. Journal of Adventure Education and Outdoor Learning. ISSN 1472-9679. doi: 10.1080/14729679.2021.2011338. Fulltekst i vitenarkiv
• Sundqvist, Karin & Eklund, Gunilla Brita Maria (2021). Home Economic Teachers’ ICT Use in Finland Seen From a Lens of Reciprocal Determinism. International Journal of Home Economics. 14(2), s. 116–129. Fulltekst i vitenarkiv Vis sammendrag

  This study aims to investigate Finnish home economic (HE) teachers’ use of information and communications technology (ICT) and uses triadic reciprocal causation as a means to enhance understanding of it. The study also aims to provide new insight into how HE teachers should be supported in their use of ICT to enhance student learning. Data were collected through semi- structured interviews with 12 HE teachers in 2019 and further examined through an abductive approach to content analysis. The findings show that HE teachers used ICT in a variety of ways, although they had trouble expressing their goals for its use. The findings further show that HE teachers’ use of ICT not only depends on their goals, but also on several influences identified at both environmental and personal level in Bandura’s model of triadic reciprocal determinism. Based on these findings, HE teachers need to be given support in settings goals for their ICT use. These goals are important because, in combination with performance feedback, they enable teachers to specify the conditions for successful ICT use. Furthermore, the study shows the need for HE teachers to develop digital skills and to have sufficient ICT infrastructure, on-hand pedagogical and technical support, shared practices, collegial support and follow-up teacher training that focuses on their individual requirements. Based on the results, we found Bandura’s model to be useful for enhancing our understanding of the influences related to HE teachers’ ICT use and their goals for its use.

• Jegstad, Kirsti Marie; Fiskum, Tove Anita; Aspfors, Jessica & Eklund, Gunilla (2021). Dichotomous and Multifaceted: Teacher Educators’ Understanding of Professional Knowledge in Research-based Teacher Education. Scandinavian Journal of Educational Research. ISSN 0031-3831. 66(6). doi: 10.1080/00313831.2021.1958255. Fulltekst i vitenarkiv Vis sammendrag

  In the Nordic countries, teacher education programmes are shifting towards a research-based design, thus placing new expectations and requirements on teacher educators. In this study, we aim to explore teacher educators’ understanding of professional knowledge in research-based teacher education. We interviewed 16 Norwegian and six Finnish teacher educators. The teacher educators’ views of professional knowledge could be divided into two main categories – academic characteristics and personal characteristics – and three dichotomies were discussed: educational sciences versus subject sciences, research versus teaching and collaboration versus autonomy. Teacher educators come from various backgrounds and bring different experiences into teacher education. Thus, their understanding of professional knowledge in research-based teacher education seems to be dichotomous and multifaceted. The dichotomies that were uncovered and the tensions between them provide the foundation for further development of teacher education in Norway and Finland.

• Henriksson, John; Eklund, Gunilla Brita Maria & Aspfors, Jessica (2021). A genre shift in disseminating knowledge: Student teachers’ experiences of communicating their master’s theses as popular science. Nordisk tidsskrift for utdanning og praksis. 15(3), s. 70–87. doi: 10.23865/up.v15.3227. Fulltekst i vitenarkiv
• Pajchel, Katarina; Jegstad, Kirsti Marie; Eklund, Gunilla Brita Maria; Aalbergsjø, Siv Gundrosen & Sollid, Per Øyvind (2021). The role of school placement within research-based teacher education–through the eyes of science mentors. Teachers and Teaching: theory and practice. ISSN 1354-0602. doi: 10.1080/13540602.2021.1933416. Fulltekst i vitenarkiv
• Sundqvist, Karin; Korhonen, Johan & Eklund, Gunilla Brita Maria (2020). Predicting Finnish subject-teachers’ ICT use in Home Economics based on teacher- and school-level factors. Education Inquiry. 12(1). doi: 10.1080/20004508.2020.1778609. Fulltekst i vitenarkiv Vis sammendrag

  This survey-based study (N = 161) investigates the direct and indirect effects of teacher- and school-level factors on subject-teachers’ use of ICT in Home Economics (HE). Structural equation modelling was used to test the hypothesised relationships between perceived usefulness of ICT in Home Economics, age, digital competence, ICT infrastructure, support and the three dimensions of ICT use: for cooperation, for facilitating pupils’ learning and for administration and lesson planning. Taking account of both direct and indirect effects, the main analysis reveals that the most important predictors of HE teachers’ ICT use are the teacher-level factors of digital competence, and perceived useful- ness of ICT in HE, as well as the school-level factor of support. The results also indicate a specific relationship between perceived useful- ness of ICT in HE and ICT use for facilitating pupils’ learning. Taken together, these findings highlight the relevance of teacher- and school-level factors in explaining the different dimensions of teachers’ ICT use. They further highlight the importance of providing HE tea- chers with the necessary support to develop their digital competence and increase their awareness of ICT’s potential value in enriching and supporting student learning in HE.

• Eklund, Gunilla; Sundqvist, Christel; Lindell, Matilda & Toppinen, Heidi (2020). A study of Finnish primary school teachers’ experiences of their role and competences by implementing the three-tiered support. European Journal of Special Needs Education. ISSN 0885-6257. doi: 10.1080/08856257.2020.1790885. Fulltekst i vitenarkiv Vis sammendrag

  This study aimed to investigate Finnish primary school teachers’ experiences of the three-tiered support system, which was launched in 2010–2011 with the goal of promoting the inclusive approach in Finnish compulsory school. Data were collected through semi-structured interviews with eight teachers in Finland, and the analysis was based on a thematic analytical approach. Results show that the teachers experienced having a central role in providing continuous support to pupils with different learning disabilities within the support system. Generally, they had a positive assessment of the system, which they saw as a natural part of their regular job. Nevertheless, they expressed facing challenges, such as the extended documentation and too little time for supporting all pupils in the class. The support from colleagues (i.e. special education teachers) was seen as very important, although their experience of consultation time was limited. Regarding the teachers’ competences in handling the system, it was evident they had developed relevant skills by collaborating with the special education teacher and by being active themselves. Despite the challenges, the results show that Finnish primary teachers experienced the support system as a possible and practicable way of supporting pupils with learning disabilities.

• Sundqvist, Karin; Korhonen, Johan & Eklund, Gunilla Brita Maria (2020). Finnish subject-teachers’ beliefs and use of information and communication technology in Home Economics. Nordic Journal of Digital Literacy. 15(3), s. 202–222. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria; Aspfors, Jessica & Hansen, Sven-Erik (2019). Master’s thesis – a tool for professional development? Teachers’ experiences from Finnish teacher education. Nordisk tidsskrift for utdanning og praksis. 13(2), s. 76–92. doi: 10.23865/up.v13.1973. Fulltekst i vitenarkiv
• Bendtsen, Marina; Eklund, Gunilla Brita Maria; Forsman, Liselott & Pörn, Michaela (2019). Student teachers' experiences of action research-based projects: Two cases within initial teacher education in Finland. Educational Action Research. ISSN 0965-0792. doi: 10.1080/09650792.2019.1684969. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria (2019). Master’s thesis as a part of research-based teacher education: A Finnish case. Journal of Teacher Education and Educators (JTEE). ISSN 2147-0456. 8(1), s. 5–20. Fulltekst i vitenarkiv Vis sammendrag

  The aim of the current case study is to investigate the master’s theses written in 2016 and 2017 by primary school student teachers at a teacher education department in Finland. 111 theses were analyzed focusing on four distinct aspects of the thesis: topic, perspective, research approach and data collection method. The aim is further to discuss how to develop the master’s thesis within teacher education in order to promote teachers’ professional development. According to the findings, students wrote master’s theses of high scientific quality, although an explicit reflection on the relevance and transfer of the knowledge they had gained from the master’s thesis to their professional practice did not seem so obvious. The master’s thesis is an important part of research-based teacher education and should be developed to encourage students to adopt a research approach in their future work and enhance their profession in this direction.

• Aspfors, Jessica; Eklund, Gunilla Brita Maria & Hansen, Sven-Erik (2019). Early Career Teachers’ Experiences of Developing Professional Knowledge: from research-based teacher education through five years in the profession. Nordisk Tidskrift för Allmän Didaktik. ISSN 2002-2832. 5(1), s. 2–18. Fulltekst i vitenarkiv
• Jakhelln, Rachel Elise; Eklund, Gunilla Brita Maria; Aspfors, Jessica; Bjørndal, Kristin Emilie W & Stølen, Gerd (2019). Newly qualified teachers' understandings of research-based teacher education practices-Two cases From Finland and Norway. Scandinavian Journal of Educational Research. ISSN 0031-3831. s. 1–18. doi: 10.1080/00313831.2019.1659402. Fulltekst i vitenarkiv Vis sammendrag

  This study examines newly qualified teachers’ (NQTs) understandings of research-based teacher education practices by looking at two cases in Finland and Norway. The NQTs were interviewed after they had finished their master’s degrees and before they started their careers. The results of the individual semistructured interviews and a thematic analysis revealed a weak connection between research-based knowledge gained from initial teacher education (ITE) and the teachers’ professional work. The Finnish NQTs were highly research oriented, while the Norwegian NQTs focused on teachers’ development of their daily work. The results are discussed in relation to the theory of practice architectures, as well as how cultural-discursive, material-economic and social-political arrangements enable and constrain different kinds of research-based ITE practices in both countries.

• Eklund, Gunilla Brita Maria (2018). Does research-based teacher education matter? Student teachers' experiences of Research-Based Teacher Education in Finland. Nordisk Tidskrift för Allmän Didaktik. ISSN 2002-2832. 4(1), s. 3–17. doi: 10.1080/09650792.2019.1684969. Fulltekst i vitenarkiv
• Aspfors, Jessica; Eklund, Gunilla Brita Maria; Hansèn, Sven-erik & Wikman, Tom (2018). Equity, trust and autonomy - Perspectives on teacher education in Finland. I Karras, K.G. & Wolhuter, C. C. (Red.), International Handbook on Teacher Education Worldwide: Issues and Challenges for Teacher Profession. HM Studies & Publishing. ISSN 9789963241552. s. 511–526. Fulltekst i vitenarkiv
• Aspfors, Jessica & Eklund, Gunilla (2017). Explicit and implicit perspectives on research-based teacher education - newly qualified teachers’ experiences in Finland. Journal of Education for Teaching (JET). ISSN 0260-7476. 43(4), s. 400–413. doi: 10.1080/02607476.2017.1297042. Fulltekst i vitenarkiv Vis sammendrag

  Much of the international debate and research on teacher education has centred on how the preparation of teachers should be organised. In contrast to many other countries, teacher education in Finland has been university-based for decades and has a strong researchbased approach. This inductive study describes newly qualified teachers’ (NQTs) experiences of research-based teacher education. The study uses data from semi-structured interviews with 10 newly qualified primary school teachers that were conducted in 2016, directly after they had finished their master’s degrees but had not yet begun to work as teachers. A qualitative content analysis identified three main knowledge areas that describe NQTs’ experiences: personal development, teacher professional competence and Research competence. The results demonstrate that students in research-based teacher education gain a solid basis for their future teacher profession, as well as experiencing legitimacy and a high level of status in society. Their education encourages them to become innovative and professional teachers who are prepared to honour the trust and autonomy given to them by society.

• Eklund, Gunilla Brita Maria; Hansen, Sven-Erik & Sjöberg, Jan (2015). General Didactics in Finnish Teacher Education – the case of class teacher education at Åbo Akademi University. Nordisk Tidskrift för Allmän Didaktik. ISSN 2002-2832. 1(1), s. 7–20. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria & Hansén, Sven-Erik (2014). Finnish teacher education – challenges and possibilities. Journal of International Forum of Researchers in Education. ISSN 2349-2708. 1(2). Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria (2014). A research-based teacher education in Finland - a dilemma for the students. Journal of Psychology Research. ISSN 2159-5542. 4(7), s. 567–578. doi: 10.17265/2159-5542/2014.07.005. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria (2010). Student teachers’ views of the scientific thesis within teacher education in Finland. I Eklund, Gunilla Brita Maria & Sjöberg, Jan (Red.), Att växa till lärare. Åbo Akademi, Pedagogiska fakulteten. s. 11–28. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria; Hansen, Sven-Erik & Sjöberg, Jan (2005). Must know, good to know, nice to know. Kärnstoffsanalys i lärarutbildningar. Nordic Studies in Education. ISSN 1891-5914. 4, s. 400–412. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria (2000). Finnish students’ approaches to learning in different educational contexts. Estudios Pedagógicos. ISSN 0716-050X. 25, s. 7–20. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria (2000). Student nurses' understanding of caring science. Nurse Education Today. ISSN 0260-6917. 20(2), s. 164–170. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria & Wenestam, Claes-Göran (1999). Students’ approaches to learning in Finnish General Upper Secondary School. Scandinavian Journal of Educational Research. ISSN 0031-3831. 43(1), s. 5–18. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria (1998). The influence of the educational context on students' conceptions of learning. Higher Education. ISSN 0018-1560. 35, s. 299–316. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria (1997). Students' views of learning in vocational education. Scandinavian Journal of Educational Research. ISSN 0031-3831. 2, s. 179–188. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria (1997). The influence of the educational context on students' conceptions of learning and approaches to learning. British Journal of Educational Psychology. ISSN 0007-0998. 3(67), s. 371–381. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria (1997). Studerandes inriktningar vid inlärning inom yrkesutbildning. En undersökning av studerandes inlärningsinriktningar inom ramen för två yrkesutbildningar i Finland. Kas­va­tus. ISSN 0022-927X. 4, s. 326–337. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria (1994). Lärarstuderandes uppfattningar av inlärning i ett praktiskt respektive teoretiskt studiemoment i lärarutbildningen. Kas­va­tus. ISSN 0022-927X. 5, s. 483–491. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria (1994). Lärarstuderandes uppfattningar av inlärning i ett praktiskt respektive teoretiskt studiemoment i lärarutbildningen. Kas­va­tus. ISSN 0022-927X. 5, s. 483–491. Fulltekst i vitenarkiv

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• Henriksen, Ellen Karoline; Jegstad, Kirsti Marie; Pajchel, Katarina; Mestad, Idar & Eklund, Gunilla Brita Maria (2024). Fra forskningsfronten til klasserommet. Perspektiver på forskningsbasert lærerutdanning i naturfag. Universitetsforlaget. ISBN 9788215069555. 351 s. Fulltekst i vitenarkiv Vis sammendrag

  Hvordan utdanne naturfaglærere som kan bruke forskningsresultater til å utvikle egen undervisning og skape gode læringsmiljøer i naturfag for elevene? Dette er det sentrale spørsmålet i denne antologien, som tar utgangspunkt i to store reformer i norsk utdanningssystem i årene omkring 2020. For det første ble grunnskolelærerutdanningen gjort om til en femårig masterutdanning der et sentralt mål er at kandidatene skal bli forskningskyndige – det vil si at de skal kjenne til og nyttiggjøre seg relevant forskning når de tilrettelegger naturfagundervisning for elever. Dette målet omfatter også praktiserende lærere. For det andre legger læreplanen i skolens naturfag (LK20) langt mer vekt enn tidligere på utforskende arbeidsmåter og programmering. Antologien presenterer resultater fra prosjekt TRELIS (Teachers’ Research Literacy for Science Teaching) og gir ulike perspektiver på hva forskningskyndighet kan bety i naturfaglærerutdanning og i faglige nettverk av praktiserende lærere. Antologien tilbyr både teoretiske innganger, empiriske forskningsresultater og konkrete forslag til undervisningsdesign til bruk i naturfaglærerutdanning. Flere av undervisningsdesignene kan også tilpasses naturfagundervisning i skolen. Antologien har fire deler: I) Forskningsbasert lærerutdanning i naturfag, II) Utforskende arbeidsmåter i naturfaglærerutdanningen, III) Programmering i naturfaglærerutdanningen og IV) Forskningskyndighet for lærere i faglige nettverk.

• Hansen, Sven-Erik; Aspfors, Jessica Marianne; Eklund, Gunilla Brita Maria & Wikman, Tom (2023). Att gestalta vetenskaplig text. Studentlitteratur AB. ISBN 9789144161884. 122 s. Fulltekst i vitenarkiv Vis sammendrag

  Boken, Att gestalta vetenskaplig text, är för dig som har för avsikt att skriva en vetenskaplig text. Den handlar om det vetenskapliga hantverket och hur olika delar av en text kan gestaltas. Innehållet bygger på författarnas erfarenheter av att under många år leda grupper och handleda studenter som skriver uppsatser och examensarbeten på olika nivåer. Erfarenheterna visar på behovet av en lättillgänglig bok som kan ge konkret stöd i skrivarbetet. Att gestalta vetenskapliga texter för dig från syftet, presentationen av den teoretiska referensramen, metoden och resultaten till den avslutande diskussionen. Den är lämplig för olika vetenskapsområden och kan användas oberoende av den examen du ska avlägga.

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• Brehmer, Mareike; Denfeld, Annette-Pascale; Eklund, Gunilla Brita Maria & Løvland, Anne (2026). Hva er studentenes syn på den overordnede rollen og ansvarsområdene til studenten og veilederen i masterveiledningen? Fulltekst i vitenarkiv Vis sammendrag

  I rammeplanen for grunnskolelærerutdanningene (1.-10. trinn) innførte Kunnskapsdepartement femårige, forskningsbaserte masterprogrammer. Masteroppgavekravet økte behovet for profesjonell veiledningskompetanse. Med utgangspunkt i intervjuer med ti veiledere har Eklund & Løvland (2025) beskrevet sentrale ansvarsområder som former veilederrollen: prosjektets faglighet, oppgavens akademiske form, bruk av vitenskapelig metode, prosjektets sluttkvalitet, prosjektledelse og tilpasning til studentens personlige omstendigheter. I denne nye påbegynte studien har vi utviklet et digitalt spørreskjema basert på disse ansvarsområdene for å besvare forskningsspørsmålet «Hva er studentenes syn på den overordnede rollen og ansvarsområdene til studenten og veilederen i masterveiledningen?» Vi vil invitere lærerstudenter fra alle relevante norske universiteter og høyskoler (11) som skriver masteroppgave dette semesteret til å delta. Hvert ansvarsområde operasjonaliseres med 3–5 ledd fra både student- og veilederperspektiv (for eksempel ansvar for prosjektets faglighet: «Veilederen bør introdusere meg for relevant litteratur og aktuell forskning.» og «Jeg er ansvarlig for å finne relevant litteratur og aktuell forskning.»). Vi tester tre hypoteser ved hjelp av konfirmatorisk faktoranalyse og bivariat korrelasjonsanalyse: (H1) Rollene består av seks distinkte ansvarsområder. (H2) Det er negativ sammenheng mellom studentens og veilederens ansvarsområder. (H3) Det er negativ sammenheng mellom rollene. Studien skal bidra til en mer differensiert utvikling av veilederkompetanse i lærerutdanningene.

• Eklund, Gunilla Brita Maria & Matre, Marianne Engen (2026). Using Videos to Share Research Insights: A Norwegian Teacher Education Project. Fulltekst i vitenarkiv Vis sammendrag

  Abstract Over the past decades, there has been a growing emphasis on developing top-quality teacher education programmes that prepare teachers to adapt to future demands and changing circumstances (Darling-Hammond & Hyler, 2020). The same trend can be found in Norway and in 2017, the primary and lower secondary school teacher education was reformed and changed to five-year master’s programmes. A research-based approach was implemented with the goal of developing a teacher education with high academic standard, strongly integrating theoretical studies with practical teaching experience (cf. Jakhelln et al., 2019). Despite these efforts, challenges persist, and there is an ongoing discussion about the role and significance of research in the reformed teacher education. Previous studies indicate that Norwegian student teachers perceive the relationship between theoretical studies and practical training in teacher education as weak, finding the relevance of their research-based knowledge for the teacher profession to be insufficient (cf. Spernes & Afdal, 2021). To foster a successful relationship between theory, research, and practice, research-based knowledge needs to be disseminated, made accessible, and utilized by practicing teachers and the school community. This aligns with UNESCO’s Recommendation on Open Science (UNESCO, 2021) and the European Commission’s dissemination and exploitation strategy (European Commission, 2023). However, there has been little empirical research on how a research-based approach is realised in teachers’ work, specifically how teachers use research in their everyday practice. Some studies indicate that research-based knowledge does not seem to be practically valuable for teachers (Koski et al., 2023; Wahlgren & Aarkrog, 2021). Teachers primarily acquire new educational knowledge through media sources, and their lack of engagement with research is mainly due to time constraints, difficulty accessing relevant studies, and low confidence in engaging with academic research. By using technology and digital tools, research-based knowledge can be disseminated, made accessible, and utilized by practicing teachers and the school community (Fernández-Batenero et al., 2020; Putortì et al., 2020). In Norway, a substantial number of studies have been conducted on digital competence and how teacher education supports student teachers in acquiring digital skills (Norhagen et al., 2024). Furthermore, research shows that particularly video can serve as a bridge between theory, research, and practice (Körkkö et al., 2019). To successfully communicate science, a video should have certain key elements, such as non-technical vocabulary, a simplified speech structure, a narrative format as well as carefully crafted introductions and conclusions aimed at fostering community engagement (Morcillo et al., 2016; Welbourne & Grant, 2016). Compared to text, well-designed videos seem to be more effective in bridging the gap between the scientific community and the wider public, thereby facilitating the dissemination of scientific knowledge (Putortì et al., 2020). In this study, the aim is to explore a project that focuses on how student teachers can use videos to share the research-based knowledge from their master’s theses with practicing teachers and the school community. The research question posed is: What are the characteristics of a video project aimed at enhancing dissemination of research-based knowledge from master’s thesis to practicing teachers and the school community? The project follows design-based research (DBR), which places critical importance on advancing both practical application and theoretical understanding (McKenney & Reeves, 2019). DBR centers around reflection-driven innovation through cyclical testing. In this project, one cycle of DBR is implemented. DBR can be outlined through three core elements of a flexible process. The project begins with an analysis of the problem to understand and define it by drawing inputs from both theory and practice. Based on the research context and goal, the researchers explore and decide which methodologies to employ. In line with DBR, this project is initiated with exploration, focusing on the development of video as a tool for disseminating knowledge. Based on the initial analysis, the researchers design and construct the intervention. The process involves mapping and building creative solutions informed by theory, empirical findings, and craft wisdom. In this project, three student teachers disseminate their research-based knowledge from their master’s thesis by using video. A close collaboration is established with The Teaching Laboratory at the university, supporting students in the video creation process. The intervention is evaluated through various methods. In this project, the data are collected through meeting notes, observations, reflection notes, and interviews. All data are analysed inductively using conventional qualitative content analysis, and partly following the thematic analysis presented by Braun and Clarke (2020). Finally, reflection allows the researchers to connect actions and findings, enhancing the project’s success. The collaboration among teachers, researchers, and students in the project, coupled with data triangulation and detailed descriptions, underscores the solid foundations on which findings and discussion are based. The student teachers participated in the project because they wanted to make their research more accessible to a broader audience. They particularly emphasized the importance of disseminating and sharing their research-based knowledge with practicing teachers and schools, thereby enhancing the relevance of their studies to the teacher profession. During the video creation process, the students gained a deeper understanding of their master’s thesis, which helped them grasp the essence of their work. This experience resulted in a shift from a scientific to a popular scientific approach, enhancing both their academic and professional competencies. Consequently, the project can facilitate student reflection and improve their professional competence. The popular scientific video, with its engaging approach, can further increase interest in teacher education and make it more accessible to potential student teachers. Various support systems were organized to assist the student teachers in successfully creating videos. While these efforts were largely successful and appreciated by the students, challenges also arose. A tight timetable complicated the process, and the organized teaching sessions were considered overly instructive and even stressful. The students valued personal guidance from a student assistant and wished for more accessible and individualized support throughout the process. Therefore, to enhance the creation of successful videos, students need large autonomy and freedom, along with robust support structures and personalized guidance. The Teaching Laboratory provided recording equipment and a stimulating learning environment, recognizing its crucial contribution to the project’s success. Thus, the opportunity to learn about video and video production through the project was valued by the students and deemed highly relevant to their future work. However, if we want student teachers to disseminate research to practicing teachers and schools, this approach and accompanying activities must be established as mandatory components of the teacher education programme and incorporated from the start of their education. References Braun, V., & Clarke, V. (2020). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology 18(3), 328–52. https://doi.org/10.1080/14780887.2020.1769238 Darling-Hammond, L., & Hyler, M. E. (2020). Preparing educators for the time of COVID ... and beyond. European Journal of Teacher Education, 43(4), 457–465. https://doi.org/10.1080/02619768.2020.1816961 European Commission (2023). Communication, dissemination & exploitation what is the difference and why they all matter. Publications Office of the European Union. Fernández-Batenero, J.M., Montenegro-Rueda, M., Fernández-Cerero, J., & García-Martínez, I. (2020). Digital competences for teacher professional development. Systematic review. European Journal of Teacher Education, 45(4), 513–531. https://doi.org/10.1080/02619768.2020.1827389 Jakhelln, R., Eklund, G., Aspfors, J., Bjørndal, K., & Stølen, G. (2019). Newly Qualified Teachers’ understandings of research-based teacher education practices in Finland and Norway. Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2019.1659402 Körkkö, M. K., Morales Rios, S., & Kyrö-Ämmälä, O. (2019). Using video app, as a tool for reflective practice. Educational Research, 61(1), 22–37. https://doi.org/10.1080/00131881.2018.1562954 McKenney, S., & Reeves, T. C. (2019). Conducting educational design research (2nd ed.). Routledge. Morcillo, J. M., Czurda, K., & Robertson-von Trotha, C. Y. (2016). Typologies of the popular science web video. Journal of Science Communication, 15(04), 1–32. https://doi.org/10.22323/2.15040202 Norhagen S. L., Krumsvik R. J., & Røkenes F. M. (2024). Developing professional digital competence in Norwegian teacher education: a scoping review. Frontiers in Education, 9, 1363529. https://doi.org/10.3389/feduc.2024.1363529 Putortì, E., Sciara, S., Larocca, N., Crippa, M., & Pantaleo, G. (2020). Communicating science effectively: When an optimised video communication enhances comprehension, pleasantness, and people’s interest in knowing more about scientific findings. Applies psychology: An international review, 69(3), 1072–1091. https://doi.org/10.1111/apps.12193 Spernes, K., & Afdal, H. W., (2021). Scientific methods assignments as a basis for developing a profession-oriented inquiry-based learning approach in teacher education. European Journal of Teacher Education, 46(2), 241–255. https://doi.org/10.1080/02619768.2021.1928628 UNESCO (2021). UNESCO’s Recommendation on Open Science. Wahlgren, B., & Aarkrog, V. (2021). Bridging the gap between research and practice: How teachers use research-based knowledge. Educational Action Research, 29(1), 118–132. https://doi.org/10.1080/09650792.2020.1724169 Welbourne, D. J., & Grant, W. J. (2016). Science communication on YouTube: Factors that affect channel and video popularity. Public Understanding of Science, 25(6), 706–718. https://doi.org/10.1177/0963662515572068

• Eklund, Gunilla Brita Maria & Adalberon, Erik Yves H. (2026). Videoblogg som metode for å undersøke studenters opplevelser og erfaringer i lærerutdanningen. Fulltekst i vitenarkiv Vis sammendrag

  Videoblogg som metode for å undersøke studenters opplevelser og erfaringer i lærerutdanningen Forskning der videoblogger brukes som datakilde i utdanningsstudier er ennå ikke etablert som en konvensjonell tilnærming blant forskere (Hassan, 2023), og representerer i seg selv et pionerarbeid innen utdanningsvitenskap. For å belyse anvendelse av denne type metodikk tar vi her utgangspunkt i en studie av lærerstudenters syn på og utvikling av profesjonell læreridentitet. Med utgangspunkt i forskning på profesjonell læreridentitet og profesjonsutvikling (Schutz et al., 2018), er hensikten å bidra med kunnskap om hvordan vlogger kan anvendes for å belyse og gi en dypere innsikt i studenters opplevelser og erfaringer i lærerutdanningen. I studien vi rapporterer fra deltok seks studenter fra lærerutdanningen ved å filme sentrale hendelser i eget liv. Datamaterialet består av studentenes vlogger fra to studiedager, som til sammen var omtrent 60 minutter lange. I tillegg ble studentene med på oppfølgingsintervjuer om de sentrale hendelser som ble vist i vloggene. Vi ønsker å dele erfaringer med vlogger som metode for å undersøke temaer innen høyre utdanning. Fordeler og ulemper ved bruk av denne metoden vil bli drøftet, og forslag til videre forskning og praksis vil bli presentert.

• Eklund, Gunilla Brita Maria & Matre, Marianne Engen (2025). Forskningsformidling som strategi for utvikling av interesse for og kompetanse i lærerutdanningen​. Fulltekst i vitenarkiv
• Aspfors, Jessica; Eklund, Gunilla Brita Maria; Maaranen, Katriina & Salo, Petri (2025). Conceptions of success and failure – Finnish pre-service teachers' stories of their future work. Fulltekst i vitenarkiv Vis sammendrag

  This study explores how pre-service teachers in Finland conceptualize success and failure in their future careers. Empathy-based stories were used to collect data from two different teacher education departments: one metropolitan and one rural. The results revealed that pre-service teachers focus on similar aspects when it comes to stories on both success and failure in their future work. The theory of practice architectures allows us to identify two interconnected practices: a practice of collegial support and collaboration and a teaching practice. The findings make it clear that new teachers need supportive working conditions and mentoring.

• Amdal, Irina Ivashenko; Eklund, Gunilla Brita Maria; Elden, Ingrid & Øien, Ola Buan (2025). Conceptions of success and failure – Norwegian pre-service teachers' stories of their future work. Fulltekst i vitenarkiv Vis sammendrag

  Teacher education in Norway has undergone major reforms, including a shift in 2017 to five-year research-based master’s programs. This change emphasized research in teacher education, though few studies have focused on the views and activities of pre-service teachers. Between 2010 and 2020, there has been an increase in research on teacher education, especially in secondary schools, with a focus on teacher educators and teaching methods. However, there is a lack of research on pre-service teachers' identities and views of their future profession. Our study aims to understand pre-service teachers’ perceptions of success and failure. Data from 129 students in 2024 used empathy-based stories to reveal five key themes: collegial support, classroom management, relationships with parents and pupils, self-leadership, and practical experiences. These factors are crucial to pre-service teachers’ professional development and highlight the need for supportive environments and self-reflection in teacher education. Comparative studies across the Nordic countries are essential to improve understanding.

• Eklund, Gunilla Brita Maria & Løvland, Anne (2025). Supervision of master’s theses - Norwegian subject teacher educators’ views and experiences. Fulltekst i vitenarkiv Vis sammendrag

  When looking at studies published worldwide, it is obvious that there has been little research on the supervision of scientific theses on bachelor's and master’s degree. However, students are guided by a supervisor through the process, making supervision a major factor for the success of the thesis and their studies in general. In this study, the aim is to investigate Norwegian subject teacher educators’ views and experiences of the supervision of master’s thesis in relation to the reformed teacher education programme. A master’s thesis in teacher education is somewhat different from a profession-oriented one and the issue is how the supervision of master´s thesis within teacher education is perceived compared to disciplinary field. Interviews with ten teacher educators from five, of a total number of 11, teacher education institutions offering a master’s specialisation in Norwegian subject education were carried out. The qualitative data was analysed in an inductive way through thematic analysis. In line with the results, the teacher educators experienced the supervision process as rewarding but also challenging. They emphasised their role as project leaders and the need of competence in the Norwegian subject as well as relational competence when supervising the theses. Furthermore, the study revealed that many supervisors experienced differences between supervising a master’s thesis in teacher education from a profession-oriented one. Student teachers may have a different approach to the thesis project compared to students in disciplinary master's programmes, leading to an increased pressure on supervisors to use an adaptive approach in the supervision process.

• Aspfors, Jessica; Eklund, Gunilla Brita Maria; Maaranen, Katriina & Salo, Petri (2025). Conceptions of success and failure – Finnish pre-service teachers’ stories of their future work. Fulltekst i vitenarkiv
• Aspfors, Jessica Marianne; Eklund, Gunilla Brita Maria & Henriksson, John (2024). Bridging theory and practice   – student teachers’ communication of their master’s thesis with a popular scientific approach. Fulltekst i vitenarkiv Vis sammendrag

  In previous studies, there is an ambiguity regarding the role of research in teacher education and teachers’ use of research in their profession. Based on this background, an innovation project in Finland was started in 2019. The project focuses on the classic theory-practice challenge and seeks to bridge research and practice with a popular scientific approach. Based on their master’s thesis, student teachers create video pitches and didactic materials aiming at communicating their scientific knowledge in a popular scientific way to teachers and school community. In this presentation, the focus will be on mirroring student teachers’ plans for creating popular scientific material against the expectations of teachers. Following research questions are posed: 1. How do student teachers and teachers perceive the relevance of the popular scientific material based on student teachers’ master theses? 2. How do student teachers’ plans for their popular scientific material meet the expectations of teachers with regards of applicability of the material? The data was gathered by an open-ended questionnaire with 35 student teachers, as well as interviews with 10 primary school teachers. The material was analysed by reflexive thematic analysis. The results indicate that student teachers found it quite straightforward to create popular scientific video pitches based on their master’s theses, while teachers deemed these rel- evant to their own practice. However, student teachers encountered challenges in grasping the task of creating didactic materials, specifically struggling with defining the target audience and the concrete applicability of the materials. Teachers in turn found it challenging to discern the concrete utility in their own practice of the didactic materials. Thus, the popular scientific approach in this innovation project provides one possible way to connect theory and practice in teacher education.

• Amdal, Irina Ivashenko; Eklund, Gunilla Brita Maria; Mastad, Line Beate Tandsæther; Endresen-Maharaj, Kristin; Kristiansen, Christine Watne & Henriksson, John (2024). Symposium: Teacher education in change: Ideas for development of pre-service teacher education. Fulltekst i vitenarkiv Vis sammendrag

  Over the past decades, there has been an emphasis on the need to develop top-quality teacher education programmes that prepare teachers to adapt to continuously changing circumstances (Darling-Hammond & Hyler, 2020). In responding to new demands and expectations, teacher education can gain recognition as a cornerstone for creating better educational experiences for both pre-service teachers and pupils. Recent research also points to the central role of teacher education when pre-service teachers experience coherence as well as increased self-awareness and empowerment. However, teacher education has often been seen as quite resistant to change (Elstad, 2023) and the issue is how changes and innovations can successfully be implemented. The aim of this symposia is to contribute to the discussion about how teacher education can be developed in order to enhance the professional development of pre-service teachers. We do that by presenting four studies on teacher education from a campus-based perspective in Norway and Finland. The contributions from Norway delve into the role of pedagogy in a five-year master's program. These studies highlight the dual impact pedagogy has as a method and a source for future teachers´ professional development and their contribution to a democratic society. The contribution from Finland highlights the importance of a popular scientific approach to disseminate pre-service teachers´ scientific knowledge gained by writing a master´s thesis. The symposium promotes the evolving role of teacher education in addressing the challenges of contemporary society and the importance of moral and democratic education for pre-service teachers’ professional development.

• Eklund, Gunilla Brita Maria; Henriksson, John & Aspfors, Jessica (2024). Pre-service teachers’ master's thesis communicated in a popular scientific way. Fulltekst i vitenarkiv
• Henriksen, Ellen Karoline & Eklund, Gunilla Brita Maria (2024). Hva kjennetegner forskningsbasert lærerutdanning i naturfag? Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria (2024). Webinar: Nordic research on teacher education. [Internet]. Knowledge Centre for Education, University of Stavanger. Fulltekst i vitenarkiv
• Jegstad, Kirsti Marie; Eklund, Gunilla Brita Maria; Aksland, Charlotte & Mestad, Idar (2023). Norwegian science teacher educators’ views of the master’s thesis within teacher education for primary and lower secondary school. Fulltekst i vitenarkiv Vis sammendrag

  This study is part of the Norwegian research project TRELIS (Teachers’ Research Literacy for Science teaching) with the aim to prepare research literate science teachers. Teacher education has a central role in enhancing teachers’ research literacy (Lillejord & Børte, 2016) and within the reformed teacher education, students get insight into research, learn how to use research-based teaching methods and carry out their own research projects including a master’s thesis (Eklund et el., 2022). Teacher educators are key persons in supporting students’ research literacy and in writing their master’s thesis. The aim of this paper is to investigate science teacher educators’ views of the master’s thesis and the supervision process. The research questions more specifically concern teacher educators’ perceptions, role and competence in supervising the master’s theses. Teacher education for primary and lower secondary schools became masters-based in 2017 and the first cohort of students graduated in spring 2022. It is therefore of interest to focus on this group and the supervision of their master’s thesis. In total, 14 teacher educators were interviewed, two from each of the seven institutions offering master’s specialization in science education. All teacher educators had experience of supervising master’s theses, although they represented different educational backgrounds and supervision experiences. The interviews were conducted at zoom and lasted for approximately 30 minutes each. The interviews followed an interview guide consisting of eleven questions focusing on background information of the respondents, the relevance of the master’s thesis, challenges and possibilities related to the master thesis and the supervision process and the supervisors’ competence. The interviews were analyzed inductively, following the six steps of thematic analysis proposed by Braun and Clarke (2006). Preliminary findings show that the teacher educators perceive the supervision process as challenging, especially among those with little experience of supervision in teacher education. They emphasized the importance of good structures and scaffolding for the supervision of the master’s thesis. In addition, some mentioned the opportunity to develop their competence in science education and supervision as crucial. The study has relevance to the discussion in the Nordic countries on research-based teacher education. The focus on teacher educators’ views of the master’s thesis and the supervision process can further contribute to the development of master’s theses within teacher education. References Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. Eklund, G., Mestad, I., Aksland, C., & Jegstad , K. M. (2022). Research assignments in teacher education : Norwegian undergraduate student teachers’ experiences of the writing process. Acta Didactica Norden, 16(3). https://doi.org/10.5617/adno.9196. Lillejord, S., & Børte, K. (2016). Partnership in teacher education - a research mapping. European Journal of Teacher Education, 39(5), 550–563.

• Aalbergsjø, Siv Gundrosen; Eklund, Gunilla Brita Maria & Henriksen, Ellen Karoline (2021). Science teacher educators' ideas about research-based science teacher education. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria; Mestad, Idar; Aksland, Charlotte & Jegstad, Kirsti Marie (2021). Naturfagstudenters erfaringer med og oppfatning av FOU-oppgaven i syklus 1. Fulltekst i vitenarkiv Vis sammendrag

  I syklus 1 i grunnskolelærerutdanningen skal studentene skrive en profesjonsrettet FOU- oppgave der de skal formulere og svare på en valgt problemstilling. Denne studien undersøker studentenes erfaringer med å jobbe med FOU-oppgaven og har spesielt sett på hvordan de opplever å arbeide med oppgaven, hva de lærer av oppgaven og om hva de mener om relevansen til oppgaven.  Dette er en kvalitativ studie der 57 studenter fra to lærerutdanningsinstitusjoner har skrevet korte tekster før, under og etter skriveprosessen der de skal reflektere over opplevelse, læringsutbytte og relevans. Studentenes refleksjoner er analysert induktivt.  Ifølge studien opplever studentene skriveprosessen som utfordrende og arbeidskrevende men samtidig spennende, lærerik og interessant. Studentene uttrykker denne blandede opplevelsen ofte i samme setning, noe som indikerer at de vurderer utfordringer som positivt. Studentene ser på utvikling av forskningskompetanse og forberedelse til masteroppgaven som sentrale læringsmål. De ser på oppgaven som relevant både i forhold til masteroppgaven og fremtidig lærerprofesjon.  Studentenes erfaringer med FOU-oppgaven kan bidra til bedre forståelse for studentens syn på forskningsbaserte aktiviteter, og er derfor relevant i diskusjoner rundt utvikling av ny grunnskolelærerutdanningen. 

• Eklund, Gunilla Brita Maria; Mestad, Idar; Aksland, Charlotte & Jegstad, Kirsti Marie (2021). Student teachers' experiences of writing research assignments – challenging and inspiring . Fulltekst i vitenarkiv Vis sammendrag

  This study is part of the Norwegian research project, TRELIS (Teachers’ Research Literacy for Science teaching), aiming at preparing research literate science teachers who are able to integrate research-based knowledge with classroom experience to develop rich science learning opportunities for pupils. Teacher education has a vital role in enhancing teachers’ research literacy. Within the reformed Norwegian teacher education, a central aim is to strengthen students’ research competence. Students shall get insight into research, learn how to use research-based teaching methods and carry out their own research projects including a research and development (R&D) assignment, and a master’s thesis. This study focuses on student teachers’ experiences of working with their R&D assignments, specifically focusing on how they experience the work, what they learn and how they find the relevance of the assignment. The study has a qualitative approach and students’ experiences of working with their R&D assignments are presented. Students (n = 57) at bachelor’s level at two Norwegian teacher education institutions are chosen as informants; they write short essays before, under, and after they have written their R&D assignments. The essays consist of three main themes and are analysed in an inductive way. According to the results, the students have positive expectations to their R&D assignment, although many of them find the task overwhelming. They approach the task with mixed feelings; they expect it to be instructive, joyful and exciting but also challenging and stressful. However, the students perceive the stressful part of the task as contributing in their learning process. They view developing research competence and preparation to write a master’s thesis as the main learning objective. When they are asked about the relevance of the assignment, the students view it as a preparation for both writing the master’s thesis and their future teacher profession. The study has relevance to the discussion in the Nordic countries on the development of teacher education in direction to a research- and development-based approach. The focus on student teachers’ experiences of their R&D assignment can further contribute to an increased understanding of students’ views on research-based activities in teacher education.

• Henriksson, John; Eklund, Gunilla Brita Maria & Aspfors, Jessica Marianne (2021). Student Teachers’ Communication of Their Master’s Theses in a Popular Scientific Way – An action research study. Fulltekst i vitenarkiv
• Bendtsen, Marina; Eklund, Gunilla Brita Maria; Forsman, Liselott & Pörn, Michaela (2019). Student teachers’ experiences of action research-based projects: Two cases within initial teacher education in Finland. Fulltekst i vitenarkiv
• Pajchel, Katarina; Jegstad, Kirsti Marie; Eklund, Gunilla Brita Maria; Aalbergsjø, Siv Gundrosen & Sollid, Per Øyvind Dokken (2019). Practice teachers’ views and experiences of research-based science teacher education – a case within initial teacher education in Norway. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria; Haagensen, Jenny & Aspfors, Jessica (2019). Newly qualified teachers’ perceptions of their relational competence. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria (2019). Student teachers’ experiences of writing their master’s theses as action research based projects. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria (2018). Supervision of Master’s thesis within Finnish teacher education – challenges and opportunities. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria (2018). Master’s thesis in teacher education: experiences from a Finnish case. Fulltekst i vitenarkiv
• Jakhelln, Rachel Elise; Eklund, Gunilla Brita Maria; Aspfors, Jessica; Bjørndal, Kristin Emilie W & Stølen, Gerd (2018). Newly qualified teachers’ understanding of research-based teacher education in Finland and Norway. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria & Aspfors, Jessica (2017). Early career teachers’ experiences of professional knowledge from the research-based teacher education in Finland. Fulltekst i vitenarkiv
• Aspfors, Jessica & Eklund, Gunilla Brita Maria (2017). Student teachers’ experiences of research-based teacher education in Finland. Fulltekst i vitenarkiv
• Aspfors, Jessica & Eklund, Gunilla Brita Maria (2016). Newly qualified teachers' experiences of the research-based teacher education in Finland. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria (2015). A Research-oriented teacher Education in Finland – Challenges and Opportunities. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria (2014). A research-based teacher education in Finland - a dilemma for the students. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria (2012). Student teachers’ views of research and science within teacher education in Finland. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria & Nyberg, Rainer (2012). Skriv vetenskapliga uppsatser, examensarbeten och avhandlingar. I Nyberg, Rainer & Tidström, Annika (Red.), Skriv vetenskapliga uppsatser, examensarbeten och avhandlingar. Studentlitteratur AB. ISSN 9789144077758. s. 271–292. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria & Nyberg, Rainer (2012). Skriv vetenskapliga uppsatser, examensarbeten och avhandlingar. I Nyberg, Rainer & Tidström, Annika (Red.), Skriv vetenskapliga uppsatser, examensarbeten och avhandlingar. Studentlitteratur AB. ISSN 9789144077758. s. 293–312. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria (2009). Student teachers’ views of the scientific thesis within teacher education in Finland. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria (2007). Student teachers' ideas of writing a scientific thesis within teacher education in Finland. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria (2006). Student teachers' ideas of writing a scientific thesis within teacher education in Finland. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria; Hansen, Sven-Erik & Sjöberg, Jan (2005). Must know, good to know, nice to know - A core content analysis of Pedagogy in Teacher Education. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria & Sjöberg, Jan (2010). Att växa till lärare. Åbo Akademi, Pedagogiska fakulteten. Fulltekst i vitenarkiv
• Bjerknes, Ellen; Svejgaard, Karin; Waage, Jan Fredrik & (red., Gunilla Eklund-Myrskog (1999). Individers inläring i ett yrkespedagogiskt perspektiv : Nordisk yrkespedagogisk nättverk : FoU samarbete 1997-1998 : sluttrapport. Vasa. Fulltekst i vitenarkiv
• Waage, Jan Fredrik; Eklund-Myrskog, Gunilla & Liljefelt, Owe (1997). Personers læring i yrkesfaglige sammenhenger : drøftinger og empiriske arbeider fra en arbeidsgruppe. Høgskulen på Vestlandet. Fulltekst i vitenarkiv Vis sammendrag

  Arbeidsgruppen inngår i Nordisk yrkespedagogisk FOU-samarbeid 1995199 6. Samarbeidet har bakgrunn i en handlingsplan godkjent av Nordisk mi nisterråd, april 1995, og er gjort mulig gjennom bevilgninger fra råd et. Tre kapitler i rapporten er skrevet av J.F.Waage: Personers lærin g i yrkesfaglige sammenhenger : felles teoretisk ramme (s.3-13); Etab lering av mening og kunnskap ved observasjon : bidrag til en didaktik k som omfatter praksisforankret læring (s.30-50); Kjennskap til arbei dsmiljø og opplevelse av trygghet : om omstillingen fra allmenn fagli g skolegang til praksis (s.51-67).

• Eklund, Gunilla Brita Maria (1996). Students’ ideas of learning. Conceptions, approaches, and outcomes in different educational contexts. Åbo Akademi University Press. ISSN 9789529616688. Fulltekst i vitenarkiv
• Eklund, Gunilla Brita Maria (1993). Tankar om inlärning. En studie av lärarstuderandes uppfattningar av inlärning i relation till olika kontexter inom lärarutbildningen. Åbo Akademi University Press. ISSN 9789516503021. Fulltekst i vitenarkiv

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