Ilmi Willbergh

• Willbergh, Ilmi (2024). Significance of teaching content. I Rata, Elizabeth (Red.), Research Handbook on Curriculum and Education. Edward Elgar Publishing. ISSN 978 1 80220 853 5. s. 168–179. doi: https:/doi.org/10.4337/9781802208542.00019.
• Jensen, Andreas Reier & Willbergh, Ilmi (2023). The Dog as an Unaware Pedagogical Agent in a School Reading Course. Anthrozoos. ISSN 0892-7936. doi: 10.1080/08927936.2023.2232657. Vis sammendrag

  In this study, we observed pupils reading to a dog in a school reading course and asked: How can the pedagogic rituals of schooling explain the dog’s role as a non-judgmental listener? In a qualitative case-study design, video observation was conducted over seven months in a Norwegian primary school to observe year-three pupils’ (average age 8 years) reading experiences with a dog as part of their ordinary reading instruction course. The dog was a male, 10-year-old standard poodle. The children’s school and their socioeconomic status (SES) were average for Norway. Fourteen children participated, four girls and ten boys, with a total of 112 reading sessions with the dog. Interviews and online data supplemented the observations. A narrative analysis found three main categories of the reading sessions: opening sequence, reading sequence, and concluding sequence. To report our findings in this paper, we present a typical narrative informed by the three categories. We conclude that the role of the dog as a non-judgmental listener in a school reading course can be explained by an invisible pedagogy ritualizing the sessions: The ritual assigns the dog a unique educational role in the school setting as a hybrid between animal and human; an unaware pedagogical agent. When reading to the dog, the instructional intention is reinterpreted as a game of pretense that is potentially enjoyable for the pupils and reduces stress.

• Aasebø, Turid Skarre & Willbergh, Ilmi (2022). Empowering minority students: a study of cultural references in the teaching content. Journal of Curriculum Studies. ISSN 0022-0272. 54(5), s. 618–631. doi: 10.1080/00220272.2022.2095877. Fulltekst i vitenarkiv
• Willbergh, Ilmi (2021). Bildung-centered general didactics. I Hytten, Kathy (Red.), Oxford Research Encyclopedia of Education. Oxford University Press. ISSN 9780190264093. doi: https:/doi.org/10.1093/acrefore/9780190264093.013.1554.
• Ivashenko Amdal, Irina & Willbergh, Ilmi (2020). Det produktive praksissjokket: Nyutdannede læreres fortellinger om lærer-elev-forholdet i overgangen fra lærerutdanning til lærerarbeid. Acta Didactica Norden (ADNO). ISSN 2535-8219. 14(3). doi: 10.5617/adno.8421. Fulltekst i vitenarkiv
• Willbergh, Ilmi (2019). "Som om"-opplevelser - viktig for demokratiet. I Karlsen, Kristine Høeg & Bjørnstad, Gunhild Brænne (Red.), Skaperglede, engasjement og utforskertrang. Nye perspektiver på estetiske og tverrfaglige undervisningsmetoder som redskap i pedagogisk virksomhet. Universitetsforlaget. ISSN 9788215029979. s. 225–239.
• Willbergh, Ilmi & Aasebø, Turid Skarre (2018). ‘Sociability before individuality’: lesson structure in lower secondary classrooms. Journal of Curriculum Studies. ISSN 0022-0272. doi: 10.1080/00220272.2018.1558458. Fulltekst i vitenarkiv
• Brekke, Borghild & Willbergh, Ilmi (2017). Frihet, fantasi og utfoldelse: En studie av estetiske arbeidsformer i lærerutdanningene. Nordisk tidsskrift for pedagogikk og kritikk. ISSN 2387-5739. 3(1), s. 1–13. doi: 10.23865/ntpk.v3.554. Fulltekst i vitenarkiv
• Willbergh, Ilmi (2016). Bringing teaching back in: The Norwegian NOU The school of the future in light of the Allgemeine Didaktik theory of Wolfgang Klafki. Nordisk tidsskrift for pedagogikk og kritikk. ISSN 2387-5739. 2(3), s. 111–124. doi: 10.17585/ntpk.v2.268. Fulltekst i vitenarkiv
• Willbergh, Ilmi (2016). The representation of reality in teaching: A 'mimetic didactic' perspective on examples in plenary talk. Scandinavian Journal of Educational Research. ISSN 0031-3831. 61(5), s. 616–627. doi: 10.1080/00313831.2016.1172500. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre; Midtsundstad, Jorunn H. & Willbergh, Ilmi (2015). Teaching in the age of accountability: Restrained by school culture? Journal of Curriculum Studies. ISSN 0022-0272. 49(3), s. 273–290. doi: 10.1080/00220272.2015.1072249. Fulltekst i vitenarkiv
• Willbergh, Ilmi (2015). Freedom of speech in the classroom. I Hillen, Andrea Stefanie & Aprea, Carmela (Red.), Instrumentalism in Education - Where is Bildung left?. Waxmann Verlag. ISSN 978-3-8309-3054-9. s. 43–57.
• Willbergh, Ilmi; Midtsundstad, Jorunn H. & Aasebø, Turid Skarre (2015). Mellom danning og resultater? Undervisning i Sogn og Fjordane og Aust-Agder. I Langfeldt, Gjert (Red.), Skolens kvalitet skapes lokalt: Presentasjon av funn fra forskningsprosjektet "Lærende regioner". Fagbokforlaget. ISSN 978-82-450-1861-5. s. 217–234.
• Willbergh, Ilmi (2015). The problems of ‘competence’ and alternatives from the Scandinavian perspective of Bildung. Journal of Curriculum Studies. ISSN 0022-0272. 47(3), s. 334–354. doi: 10.1080/00220272.2014.1002112. Fulltekst i vitenarkiv
• Willbergh, Ilmi & Midtsundstad, Jorunn H. (2012). Et bidrag til profesjonell identitet for opplæringsansvarlige, Opplæring i arbeidslivet. En didaktisk innføring. Fagbokforlaget. ISSN 9788245012682. s. 9–25. Vis sammendrag

  Denne boka har bakgrunn i en flerårig satsing på fagfeltene didaktikk og profesjon ved Institutt for pedagogikk, Universitetet i Agder. Gjennom undervisningssamarbeid og forskning vokste det frem et didaktisk prosjekt der kunnskaper om profesjoner og spørsmål om pedagogisk profesjonalitet og etikk, møtte et didaktisk begreps- og tenkesett. Nye spørsmål skapte et behov for å se didaktikk, opplæring og undervisning i andre sammenhenger enn i skolen. Bokas ulike kapitler representerer resultatet av denne prosessen, der den enkelte forfatters didaktiske forskning er anvendt på opplæring i arbeidslivet.

• Willbergh, Ilmi (2012). Arbeid med å gi opplæringens innhold betydning, Opplæring i arbeidslivet. En didaktisk innføring. Fagbokforlaget. ISSN 9788245012682. s. 45–66. Vis sammendrag

  Denne boka har bakgrunn i en flerårig satsing på fagfeltene didaktikk og profesjon ved Institutt for pedagogikk, Universitetet i Agder. Gjennom undervisningssamarbeid og forskning vokste det frem et didaktisk prosjekt der kunnskaper om profesjoner og spørsmål om pedagogisk profesjonalitet og etikk, møtte et didaktisk begreps- og tenkesett. Nye spørsmål skapte et behov for å se didaktikk, opplæring og undervisning i andre sammenhenger enn i skolen. Bokas ulike kapitler representerer resultatet av denne prosessen, der den enkelte forfatters didaktiske forskning er anvendt på opplæring i arbeidslivet.

• Hillen, Andrea Stefanie; Sturm, Tanja & Willbergh, Ilmi (2011). Introducing didactic perspectives to contemporary challenges. I Hillen, Andrea Stefanie; Sturm, Tanja & Willbergh, Ilmi (Red.), Challenges facing contemporary didactics: Diversity of students and the role of new media in teaching and learning. Waxmann Verlag. ISSN 978-3-8309-2589-7. s. 9–21. Vis sammendrag

  This anthology raises the issue on current empirical and theoretical research approaches in the field of didactics, in respect to diversity, gender and new media. The intention is to show the related contemporary use and the reflections on didactic approaches based on the tradition of Allgemeine Didaktik. The brainchild to use English as publication language pursues the idea to make the concept of didactics accessible for the English speaking world. The attempt is to mirror differences of provisions incurrent societal phenomena: new media, gender, and diversity which educational institutions are facing. It will reveal and demonstrate that this is a common issue which is to be addressed for satisfying the demands and necessities in today’s schooling out of the national educational perspectives given through the different educational systems. This anthology follows the idea to present approaches with their theoretical or empirical results. Thus, the reader will find a bunch of procedures, suggestions, and methods as well as critical questions shaped by the empirical and theoretical reflective work of the Norwegian, Austrian, US-American, and German authors, who contributed to the book.

• Willbergh, Ilmi (2011). Mimetic Didaktik: Why "The medium is the message" in teaching. I Hillen, Andrea Stefanie; Sturm, Tanja & Willbergh, Ilmi (Red.), Challenges facing contemporary didactics: Diversity of students and the role of new media in teaching and learning. Waxmann Verlag. ISSN 978-3-8309-2589-7. s. 157–167. Vis sammendrag

  This anthology raises the issue on current empirical and theoretical research approaches in the field of didactics, in respect to diversity, gender and new media. The intention is to show the related contemporary use and the reflections on didactic approaches based on the tradition of Allgemeine Didaktik. The brainchild to use English as publication language pursues the idea to make the concept of didactics accessible for the English speaking world. The attempt is to mirror differences of provisions incurrent societal phenomena: new media, gender, and diversity which educational institutions are facing. It will reveal and demonstrate that this is a common issue which is to be addressed for satisfying the demands and necessities in today’s schooling out of the national educational perspectives given through the different educational systems. This anthology follows the idea to present approaches with their theoretical or empirical results. Thus, the reader will find a bunch of procedures, suggestions, and methods as well as critical questions shaped by the empirical and theoretical reflective work of the Norwegian, Austrian, US-American, and German authors, who contributed to the book.

• Willbergh, Ilmi (2011). The role of imagination when teaching the diverse group. I Hillen, Andrea Stefanie; Sturm, Tanja & Willbergh, Ilmi (Red.), Challenges facing contemporary didactics: Diversity of students and the role of new media in teaching and learning. Waxmann Verlag. ISSN 978-3-8309-2589-7. s. 61–73. Vis sammendrag

  This anthology raises the issue on current empirical and theoretical research approaches in the field of didactics, in respect to diversity, gender and new media. The intention is to show the related contemporary use and the reflections on didactic approaches based on the tradition of Allgemeine Didaktik. The brainchild to use English as publication language pursues the idea to make the concept of didactics accessible for the English speaking world. The attempt is to mirror differences of provisions incurrent societal phenomena: new media, gender, and diversity which educational institutions are facing. It will reveal and demonstrate that this is a common issue which is to be addressed for satisfying the demands and necessities in today’s schooling out of the national educational perspectives given through the different educational systems. This anthology follows the idea to present approaches with their theoretical or empirical results. Thus, the reader will find a bunch of procedures, suggestions, and methods as well as critical questions shaped by the empirical and theoretical reflective work of the Norwegian, Austrian, US-American, and German authors, who contributed to the book.

• Willbergh, Ilmi (2010). Mimetisk didaktikk som profesjonskunnskap om undervisningsutøvelse. I Midtsundstad, Jorunn Haugesten & Willbergh, Ilmi (Red.), Didaktikk : nye teoretiske perspektiver på undervisning. Cappelen Damm Akademisk. ISSN 978-82-02-32231-1. s. 218–236. Vis sammendrag

  Ilmi Willberghs tilnærming til lærerprofesjonen gjennom hennes begrep mimetisk didaktikk, fokuserer her på undervisningsutøvelse som profesjonskunnskap. Hun argumenterer for hvordan Skjervheim ikke har tatt høyde for alle aspektene ved Aristoteles? begreper om kunnskap og gjeninnfører metodikkbegrepet. Hennes artikkel: Mimetisk didaktikk som profesjonskunnskap om undervisningsutøvelse, viser hvordan metodikkbegrepet igjen kan bli en sentral del av lærernes profesjonskunnskap.

• Willbergh, Ilmi (2010). Et mimetisk perspektiv på undervisning med digitale medier. I Midtsundstad, Jorunn Haugesten & Willbergh, Ilmi (Red.), Didaktikk : nye teoretiske perspektiver på undervisning. Cappelen Damm Akademisk. ISSN 978-82-02-32231-1. s. 97–112. Vis sammendrag

  Ilmi Willbergh viser i sin artikkel: Et mimetisk perspektiv på undervisning med digitale medier hvordan digital medier blir brukt med en intensjon om å skape betydning i undervisningen. Hun argumenterer her for et helhetlig didaktisk syn på bruken av digitale medier hvor både lærer, innhold og elev medtenkes som grunnlag for lærerens refleksjon omkring denne form for anskueliggjøring i undervisningen.

• Midtsundstad, Jorunn & Willbergh, Ilmi (2010). Hva er didaktikk? Introduksjon. I Midtsundstad, Jorunn Haugesten & Willbergh, Ilmi (Red.), Didaktikk : nye teoretiske perspektiver på undervisning. Cappelen Damm Akademisk. ISSN 978-82-02-32231-1. s. 10–18.
• Willbergh, Ilmi (2010). Mimetisk didaktikk: Om undervisning som kunst. I Midtsundstad, Jorunn Haugesten & Willbergh, Ilmi (Red.), Didaktikk : nye teoretiske perspektiver på undervisning. Cappelen Damm Akademisk. ISSN 978-82-02-32231-1. s. 46–62. Vis sammendrag

  Ilmi Willbergh konkretiserer undervisningens danning i sin artikkel der hun viser hvordan det konkret formgitte læreren viser fram (tekst, medier, ting) representerer innholdet og er ment å lede elevene til å forstå noe nytt. Hun kaller sitt perspektiv: Mimetisk didaktikk: Om undervisning som kunst og utdyper hvordan innholdet får betydning gjennom lærerens profesjonelle gjetting på hva som kan få betydning i skolens sammenheng.

• Willbergh, Ilmi; Børsheim, Ivar; skauerud, Hans Øistein; schaathun, Atle & Spjelkavik, Unn (2009). Educating Tutors and Ourselves. A report from a Collective Effort. [Chapter 19]. I Szücs, András (Red.), Distance and E-Learning in Transition Learning Innovation, Technology and Social Challenges. John Wiley & Sons. ISSN 9781848211322. s. 291–300.
• Willbergh, Ilmi (2006). Mimesis and the use of digital media in teaching, Hidden dimensions of education. Rhetoric, rituals and anthropology. Waxmann Verlag. s. 50–63. Vis sammendrag

  In several respects, digital media work through copies. This article proposes and discusses the possibility of studying the use of digital media in teaching by the concepts of copy and mimesis. Digital media are like, for example, a history book, the flower the teacher picks in the meadow and brings into the classroom, or the map of the world that hangs on the classroom wall; objects of representation. One of the concepts that have been used about representation through western history is mimesis, which offers a perspective for studying the connection between representations and imagination. This article approaches the problem through the use of Kendall L. Walton?s theory of representation.

• Willbergh, Ilmi (2005). Et estetisk dannelsesperspektivs bidrag til dagens lærerutdanning, Høgskolen i Agders skriftserie. s. 13–18.

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• Willbergh, Ilmi; Midtsundstad, Jorunn H.; Kristiansen, Aslaug; Langfeldt, Gjert & Skagen, Kaare (2012). Opplæring i arbeidslivet. En didaktisk innføring. Fagbokforlaget. ISBN 9788245012682. 124 s. Vis sammendrag

  Denne boka har bakgrunn i en flerårig satsing på fagfeltene didaktikk og profesjon ved Institutt for pedagogikk, Universitetet i Agder. Gjennom undervisningssamarbeid og forskning vokste det frem et didaktisk prosjekt der kunnskaper om profesjoner og spørsmål om pedagogisk profesjonalitet og etikk, møtte et didaktisk begreps- og tenkesett. Nye spørsmål skapte et behov for å se didaktikk, opplæring og undervisning i andre sammenhenger enn i skolen. Bokas ulike kapitler representerer resultatet av denne prosessen, der den enkelte forfatters didaktiske forskning er anvendt på opplæring i arbeidslivet.

• Hillen, Andrea Stefanie; Sturm, Tanja & Willbergh, Ilmi (2011). Challenges facing contemporary didactics: Diversity of students and the role of new media in teaching and learning. Waxmann Verlag. ISBN 978-3-8309-2589-7. 200 s. Vis sammendrag

  This anthology raises the issue on current empirical and theoretical research approaches in the field of didactics, in respect to diversity, gender and new media. The intention is to show the related contemporary use and the reflections on didactic approaches based on the tradition of Allgemeine Didaktik. The brainchild to use English as publication language pursues the idea to make the concept of didactics accessible for the English speaking world. The attempt is to mirror differences of provisions incurrent societal phenomena: new media, gender, and diversity which educational institutions are facing. It will reveal and demonstrate that this is a common issue which is to be addressed for satisfying the demands and necessities in today’s schooling out of the national educational perspectives given through the different educational systems. This anthology follows the idea to present approaches with their theoretical or empirical results. Thus, the reader will find a bunch of procedures, suggestions, and methods as well as critical questions shaped by the empirical and theoretical reflective work of the Norwegian, Austrian, US-American, and German authors, who contributed to the book.

• Midtsundstad, Jorunn Haugesten & Willbergh, Ilmi (2010). Didaktikk : nye teoretiske perspektiver på undervisning. Cappelen Damm Akademisk. ISBN 978-82-02-32231-1. 249 s.

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• Willbergh, Ilmi (2024). Kunnskap for felles framtid.
• Jensen, Andreas Reier & Willbergh, Ilmi (2023). Dette skjer når barn leser for hunden.
• Skregelid, Lisbet & Willbergh, Ilmi (2023). Betydningen av tvang og frihet i lærerskolestudenters møter med DKS .
• Willbergh, Ilmi & Aasebø, Turid Skarre (2023). Kunderollen svekker kvaliteten i ph.d.-utdanninga. Khrono.no. ISSN 1894-8995.
• Willbergh, Ilmi & Aasebø, Turid Skarre (2023). Cultural references in teaching: Challenges for general didactic theory.
• Willbergh, Ilmi & Aasebø, Turid Skarre (2022). InCom prosjektet på skolebesøk. Formidling og drøfting av forskningsresultater på skole som har deltatt som informanter i forskningsprosjektet.
• Willbergh, Ilmi (2022). Teaching the “human universal” in the diverse particularity of classrooms. A theoretical study from a Bildung-centered general didactic perspective.
• Aasebø, Turid Skarre & Willbergh, Ilmi (2022). Teaching for a sustainable democracy through cultural references in the classroom - a Bildung-centred general didactic perspective. Vis sammendrag

  This paper deals with diversity and democracy in school and individuals’ possibilities to grow, change, and transform. Diversity in school is a challenge to school when all the students enter the same curriculum. Teaching in classrooms is a matter of connecting new knowledge to knowledge bases familiar to the unique students present. It means that teachers build upon what the students already know; students' current world views and domains of experience. The assumption can be traced back to Aristotle as well as Comenius, Herbart, Pestalozzi, Dewey, and Klafki. The concept of mimesis, the aesthetic representations of content (Aristotle), and cultural references as words that refer to specific objects and ideas in a given culture (Florin) are central concepts. We ask what kind of cultural references characterizes the teaching of Norway, how these cultural references may include and exclude diverse groups of students, and how to develop a set of concepts and descriptions of teachers’ ways to act to improve learning and development for all students in school. The study is ac classroom study inspired by ethnographic methods. Being in each classroom for two weeks, we have observed the teaching and interaction between teachers and students in grades 5 and 6, and grades 7 and 8. The focus has been on talk. We present some of the analysis of the data material concerning types of cultural references used in teaching. It discusses them as including or excluding and develops some key-concepts based on examples from the data material.

• Aasebø, Turid Skarre & Willbergh, Ilmi (2021). Beyond the postcolonial paradox – empowerment of students in a Bildung-centered general didactics perspective.
• Willbergh, Ilmi & Aasebø, Turid Skarre (2021). The Bildung of students by cultural references in teaching .
• Willbergh, Ilmi (2021). Undervisningens estetiske dimensjon.
• Willbergh, Ilmi & Aarsand, Pål (2021). Nye hovedredaktører tar over Nordisk tidsskrift for pedagogikk og kritikk. Nordisk tidsskrift for pedagogikk og kritikk. ISSN 2387-5739. 7, s. 269–270. doi: 10.23865/ntpk.v7.3365.
• Willbergh, Ilmi (2020). Bærekraftig utdanning – sett fra et danningsteoretisk didaktisk perspektiv.
• Willbergh, Ilmi (2019). Fagfornyelsen fra et danningsteoretisk didaktisk perspektiv.
• Ivashenko Amdal, Irina & Willbergh, Ilmi (2018). Stories of novice teachers’ perspectives on pupils.
• Willbergh, Ilmi (2018). Undervisningens estetiske dimensjon og dens begrunnelse – i klasserommet og institusjonelt.
• Willbergh, Ilmi & Aasebø, Turid Skarre (2018). The implicit inclusion and exclusion of cultural references in classroom teaching.
• Willbergh, Ilmi & Aasebø, Turid Skarre (2018). The influence of outcome-based instructional activities – bridled by tradition? A study of lesson structure in Norwegian Lower Secondary classrooms.
• Willbergh, Ilmi (2017). NOU’en Fremtidens skole i lys av Wolfgang Klafki’s teorier.
• Willbergh, Ilmi & Aasebø, Turid Skarre (2017). Skoletimenes struktur med henblikk på undervisningsaktiviteter – et klasseromsforskningsprosjekt i norske ungdomsskoler.
• Willbergh, Ilmi & Brekke, Borghild (2017). ‘Aesthetic teaching methods’ – student autonomy in practice?
• Willbergh, Ilmi; Midtsundstad, Jorunn H. & Aasebø, Turid Skarre (2015). Klasseromskommunikasjon i skolen i Aust-Agder og Sogn og Fjordane.
• Willbergh, Ilmi (2015). Examples in whole-class talk on subject matter - a mimetic didactic perspective.
• Willbergh, Ilmi & Aasebø, Turid Skarre (2015). Allowing Students Opportunities to Experince Meaning in Teaching - An Empirical Study from Norwegian Lower Secondary School.
• Aasebø, Turid Skarre & Willbergh, Ilmi (2015). Teaching General Didactics in Teacher Education.
• Aasebø, Turid; Willbergh, Ilmi & Midtsundstad, Jorunn H. (2014). KLARAS på skolebesøk 2 og 3.
• Willbergh, Ilmi; Midtsundstad, Jorunn H. & Aasebø, Turid (2014). KLARAS i Aust-Agder.
• Willbergh, Ilmi; Aasebø, Turid & Midtsundstad, Jorunn H. (2014). Meningsfull klassromskommunikasjon’ og elevprestasjoner.
• Willbergh, Ilmi; Aasebø, Turid & Midtsundstad, Jorunn H. (2014). KLARAS på skolebesøk.
• Willbergh, Ilmi; Aasebø, Turid & Midtsundstad, Jorunn H. (2014). Meaningful ‘teaching communication’ as teachers’ and students joint effort of verbal interpretation. Vis sammendrag

  The study accounted for in the paper contributes with empirical data from Norwegian secondary school classrooms elucidating the following research question: What kind of meaning construction is carried out in classrooms in schools with high and low student achievements? The theoretical foundation of this study lies within the German Didaktik tradition, or Allgeimeine Didaktik (Hillen, 2011; Klafki, 2001; Midtsundstad & Willbergh, 2010; Westbury, Hopmann, & Riquarts, 2000), which was established as the leading professional language of teachers and teacher education in the nineteenth century in Germany and the Nordic countries (Hopmann, 2007). School as an institution promoted the need for autonomous teachers to adapt the national curriculum to the local schools. Didactics is in this way understood as a teacher’s professionalized art of argument and deliberation over how to construct interpretations of curriculum perceived as meaningful by the students. Hence, the purpose of teaching is to make visible interpretations of subject matter, making a connection to the life world and experiences of students and their future prospects (Comenius, 1627; Herbart, 1806). Students do not encounter the curriculum itself; on the contrary, they encounter the curriculum as classroom communication: Talk taking place in the classroom will turn into different stories of curriculum, representing various local interpretations and local meaning. Interpretations of subject matter uttered in the classroom during whole-class activity are further shared by teacher and students, building the unique class’ culture as a common memory (Willbergh, 2011). Consequently communication in different classrooms will hold varying degrees of meaningfulness from a Bildung-perspective and this may or may nor correlate with high student achievements.The paper’s contribution is qualitative data on how meaningful teaching is constructed by classroom talk on subject matter in whole-class activities, embedded in different regional and national contexts and the possible correlation with student achievements.

• Willbergh, Ilmi (2013). Klasseromskommunikasjon i skolen, presentasjon av KLARAS-prosjektet.
• Willbergh, Ilmi; Midtsundstad, Jorunn H. & Aasebø, Turid (2013). Klasseromskommunikasjon i skolen i Aust-Agder og Sogn og Fjordane.
• Willbergh, Ilmi; Aasebø, Turid & Midtsundstad, Jorunn H. (2013). Classroom Communication in Regional Contexts.
• Willbergh, Ilmi (2013). Kompetanse og danning som pedagogiske begreper i kunnskapssamfunnet.
• Willbergh, Ilmi (2011). The meaning of the matter in classroom contexts.
• Aasebø, Turid Skarre & Willbergh, Ilmi (2011). The meaning of the matter in classroom contexts.
• Willbergh, Ilmi (2010). Bildung and Digital Media: Didaktik meets Instructional Design? Vis sammendrag

  The paper discusses how the Allgemeine Didaktik-perspective can be able to communicate better with the current discourse on digital media in teaching through the application of some similar concepts within the tradition of instructional design.

• Willbergh, Ilmi & Hopmann, Stefan (2010). "Undervisningens grenser: Didaktikkens kjerne", oversettelse av Stefan Hopmanns artikkel, utgitt i den vitenskapelige antologien "Didaktikk. Nye teoretiske perspektiver på undervisning", Cappelen Akademisk Forlag, 2010. Vis sammendrag

  Ilmi Willbergh har oversatt denne artikkelen fra engelsk til norsk, sammen med Øystein Hide. Forfatter er Stefan Hopmann. Sammendrag: Didaktikk står sentralt innen det meste av skoleundervising og lærerutdanning i Kontinental-Europa. Samtidig er det nesten ukjent i den engelsktalende verden. Denne artikkelen gir en kort oversikt over historien og den felles kjernen av didaktikk i sin nåværende situasjon, av de grunnleggende forskjellene sammenlignet med det Angloamerikanske begrepet av ?pensum og undervisning? og den Franske ?transposition didactique?. Den felles kjernen av didaktikk er karakterisert som ?kontrollert undervisning?, og basert på (a) en forpliktelse til danning/dannelse? (Bildung), (b) den pedagogiske forskjellen mellom innhold og betydning og (c) den selvstyrende enhet mellom undervisning og læring.

• Willbergh, Ilmi & Rafste, Elisabeth Tallaksen (2009). Idé, inspirasjon, informasjon - eksempler på bruk av skolebibliotek i undervisningen etter Kunnskapsløftet. Vis sammendrag

  En samling av eksempler på hvordan skolebiblioteket kan brukes i undervisningen etter Kunnskapsløftet. Samlingen er laget av et redaktørteam ved UiA, Elisabeth Tallaksen Rafste, Elin Arnesen og Ilmi Willbergh i samarbeid med lærere i grunn- og videregående skole. Samlingen er ment brukt for lærere i skolen og er publisert på Internett.

• Willbergh, Ilmi (2009). Mimetic Didaktik: Why the medium is the message in teaching. Vis sammendrag

  This paper will present some of the results from my Doctoral thesis ?Mimesis, Didaktik and digital media? (Willbergh, 2008). The thesis shows how there are strong similarities between poetics and teaching (Aristotle et al., 1995) (Ricoeur, 1984): Both forms of communication strive to create certain imaginings in the receiver, using concrete expressions, like speech, writing, images, objects and other media. Both forms of communication are mimetic. By asking, ?How can digital media contribute to the pupil?s Bildung in teaching?? the thesis establishes new set of concepts on digital media in teaching usable to optimise ICT-based instruction and learning. The mimetic perspective shows the need for a general didactic perspective that takes both the teacher, the pupils and the content into consideration: When media are used by the teacher to represent or illustrate content in the classroom, they are not teaching methods neutral to meaning, they have great influence on how meaning is created in teaching. By their appeal to the senses they create imaginings of time and space, that the pupils are exposed to. In the tradition from the media esthetics of Marshall McLuhan, the medium is the message (McLuhan, 2001). Teaching with digital media, the teacher must reflect on what content they are suitable for and how they can be used in the classroom without the pupils loosing track of the teaching that goes on. In this paper I will concentrate on one of the findings in my thesis, namely the challenges for the teacher posed by the digital screen inviting the pupils to enter a fictional space, often competing with the teachers teaching. This challenge can be met by a reflective teacher being conscious to stage the screen in the classroom, preventing the dissolution of the physical classroom space needed for teaching in a meaningful way. Because from a general didactic perspective meaning is created here and now by the teacher and the pupils together (Klafki, 2000). Central concepts used to describe this finding is Anschauung in teaching (in English meaning that insight comes from seeing something), mimesis (imitation or representation) and the concept of depiction (iconic representation) from make-believe-theory (Walton, 1990). The method of the thesis is hermeneutic discussion and comparison of the meaning of concepts, theories and texts. It?s sources are philosophic texts on the concept of mimesis, Didaktik theory (German Allgemeine Didaktik) and relevant concepts on digital media. The theoretical basis of mimetic Didaktik is the Aristotelian-Ricoeurian concept of mimesis, Didaktik Analysis by Wolfgang Klafki (Klafki, 2000) and media esthetics in the tradition of Marshall McLuhan (McLuhan, 2001). The conclusion of the thesis is formulated as follows: Digital media can contribute to the pupil?s Bildung in teaching, if the teacher in her showing or telling: 1. takes digital media?s esthetics and appeal to the senses seriously, and 2. is able to restrain or frame what is told or shown (Hopmann, 2007). The challenges of the digital screen presented in this paper illustrates both these points: The teachers staging of the screen in the classroom implies knowledge of its appeal to the senses, and knowledge of how to restrain its invitation to the pupils to enter a fictional space competing with their attention to teaching content.

• Willbergh, Ilmi (2009). Mimetic Didaktik: On the Similarities between Didaktik and Poetics. Vis sammendrag

  This paper will present some of the results from my Doctoral thesis ?Mimesis, Didaktik and digital media? (Willbergh, 2008). German Didaktik is a hermeneutic discipline. In a practical teaching context, this means that the teacher must interpret what significance the content expressed in the Lehrplan (Bildungsinhalt) can mean to my pupils (Bildungsgehalt) (Klafki, 2000). The meaning of the content is not a given fact. It is a matter of interpretation. The teacher´s interpretive work starts with planning the lesson, and goes on in the classroom. When it comes to creating meaning, what actually is expressed in the classroom, is the most important situation. Because it is when teaching is happening; here and now, that what is meaningful to the pupils, is revealed. In my thesis, I compared the Greek concept of mimesis, with German Didaktik theory. I found several similarities between the two forms of meaning-making in Didaktik and Poetics (Aristotle et al., 1995). The ?as if? of teaching; is how meaning is created here and now in the classroom. In this paper, I will present the temporal and spacial similarities between the meaning making process in teaching and poetics, and explain the contribution that the concept of mimetic Didaktik can make to the field of Didaktik theory. Ricoeurs theory of threefold mimesis in Time and Narrative (1984) will be used to establish this argument (Ricoeur, 1984). The method of the thesis is hermeneutic discussion and comparison of the meaning of concepts, theories and texts. It?s sources are philosophic texts on the concept of mimesis, Didaktik theory (German Allgemeine Didaktik) and relevant concepts on digital media. The theoretical basis of mimetic Didaktik is the Aristotelian-Ricoeurian concept of mimesis, Didaktik Analysis by Wolfgang Klafki and media esthetics in the tradition of Marshall McLuhan (McLuhan, 2001).

• Willbergh, Ilmi (2008). Didaktik as Poetics: How the concept of mimesis reveals the ¿as if¿ of teaching. Vis sammendrag

  German Didaktik is a hermeneutic discipline. In a practical teaching context, this means that the teacher must interpret what significance the content expressed in the Lehrplan (Bildungsinhalt) can mean to my pupils (Bildungsgehalt). The meaning of the content is not a given fact. It is a matter of interpretation. The teacher´s interpretive work starts with planning the lesson, and goes on in the classroom. When it comes to creating meaning, what actually is expressed in the classroom, is the most important situation. Because it is when teaching is happening; here and now, that what is meaningful to the pupils, is revealed. In my doctoral thesis (published spring 2008), I have compared the Greek concept of mimesis, with German Didaktik theory. I have found several similarities between the two forms of meaning-making in Didaktik and Poetics (Aristotelic mimesis). The ¿as if¿ of teaching; is how meaning is created here and now in the classroom. In this paper, I will present the temporal similarities between teaching and poetics: The teaching situation is an interpretive and narrative situation which is strongly focused on present time. Ricoeurs theory of threefold mimesis in Time and Narrative (1984) will be used to establish this argument.

• Willbergh, Ilmi (2008). The imaginative perspective: Ricoeur¿s theory of threefold mimesis as a method for understanding the idea of the teacher in teacher education. Vis sammendrag

  So how can the teacher educator instruct the students to imagine themselves as future teachers? One possibility to approach this problem, can be to take a closer look on the role of imagination in teaching. German Didaktik is closely connected to the imaginative faculty, through the idea of the doubleness of content and Gehalt: The teachers search to find out what is meaningful to the students, is also a search for how to make them imagine certain things. The meaning of the content is not a given fact. It is a matter of interpretation, both for the teacher and the students. Paul Ricoeur developes a theory on the concept of creative imagination in his work Time and Narrative (Ricoeur, 1984). All acts of narrating and interpreting, including those that are acted out in teaching, involve the use of imagination. Ricoeurs main thesis is the mutual relationship between narration and human temporal experience (Ricoeur, 1984, p. 3). The philosophical questions of time and narrative is of course also relevant for a teacher in the Didaktik-tradition. The common ground of Didaktik and Ricoeurs philosophy is hermeneutic interpretation. With Ricoeurs theory of threefold mimesis as a methodological framework, this paper seeks to explore how the teacher educator could present the idea of the teacher as a content in the teacher education classroom, to make the teacher students imagine themselves as teacher to future pupils.

• Willbergh, Ilmi; Midtsundstad, Jorunn; Werler, Tobias; Bengtsson, Jan; Langfeldt, Gjert & Kristiansen, Aslaug (2008). How a philosophy of General Didaktik (Allgemeine Didaktik) can be used to establish a theory on the doubleness of teacher education ¿ and thereby solve some problems of the theory-practice-relationship?
• Willbergh, Ilmi; Midtsundstad, Jorunn; Werler, Tobias & Bengtsson, Jan (2008). The Idea of the Future Teacher in a Multicultural World. Vis sammendrag

  NOKUT (The Norwegian Agency for Quality Assurance in Education), points out three dilemmas concerning the situation of the science of education in teacher education in Norway (NOKUT, 2006, pp. 55-56). These dilemmas can be seen as examples of dilemmas concerning the state of science of education in teacher education internationally: The relation between General Didaktik and subject matter-Didaktik; science of education¿s relation to practice; and a problematic self-understanding of science of education in the context of teacher education. This symposium will present different ways in which the philosophy of German General Didaktik, can shed light on the doubleness of teacher education. The doubleness of teacher education, can forthcomingly be a starting point for research striving to establish a theoretical basis to solve the NOKUT-dilemmas. The doubleness of teacher education, concists from a General Didaktik viewpoint, of how the classical Didaktik triangle (teacher-content-pupil) becomes the content in the Didaktik triangle of teacher education: Teacher educator-content (teacher-content-pupil)-teacher student. The doubleness of teacher education, is a double triangle. This symposium will further discuss how the teacher-aspect in the original triangle, is the most essential content in the teacher education teaching situation: To get the teacher students to imagine themselves as future teachers, is the contribution that teacher education can make. Therefore, the idea of the teacher, is the most important content of teacher education. This is a philosophical question, which can be researched through the hermeneutic science of German Didaktik, in opposition to the methods of evidence based research. The double triangle can also possibly contribute to put what is practice, and what is theory, in teacher education, in its proper place.

• Willbergh, Ilmi (2008). Drøft eksempler på forskning på digitale læremidler i klasserom.
• Willbergh, Ilmi (2008). Allmenn didaktikk og forskning på digitale læremidler i klasserom.
• Midtsundstad, Jorunn; Willbergh, Ilmi; Bengtsson, Jan & Werler, Tobias (2008). The Idea of the Future Teacher in a Multicultural World Teacher education as cultivation and qualification and the dimension of time.
• Midtsundstad, Jorunn; Willbergh, Ilmi; Werler, Tobias; Kristiansen, Aslaug; Bengtsson, Jan & Langfeldt, Gjert (2008). The Philosophy of General Didaktik (Allgemeine Didaktik) and the Doubleness of Teacher Education Teacher Education and the Idea of the Future Teacher.
• Willbergh, Ilmi (2007). Mimetic dimensions of didactics. Vis sammendrag

  The paper discusses how didactic theory is based on mimetic processes, through an analysis of two theories: Aristotles´ mimesis in Poetics and Wolfgang Klafki´s Didaktik Analysis.

• Willbergh, Ilmi (2005). Mimesis and its relevance for didactics.
• Willbergh, Ilmi (2008). Mimesis, didaktikk og digitale læremidler. NTNU. Vis sammendrag

  I avhandlingen ¿Mimesis, didaktikk og digitale læremidler¿ skapes et nytt perspektiv på hvordan undervisning handler om at læreren viser fram noe, eller forteller om noe, med det formål at det skal oppleves meningsfylt for eleven. Dette perspektivet kalles mimetisk didaktikk. Avhandlingen viser hvordan det er store likheter mellom diktning og undervisning: Begge kommunikasjonsformer dreier seg om å skape visse forestillinger hos den andre parten ved hjelp av konkrete uttrykk, som tale, skrift, gjenstander, bilder og andre medier. Gjennom å arbeide med problemstillingen ¿Hvordan kan digitale læremidler bidra til elevens danning i undervisningssammenheng?¿ etablerer avhandlingen et perspektiv som forskningen på digitale læremidler hittil kan sies å ha oversett, nemlig å gi selve framvisningen av det digitale i undervisningen, et egnet begrepsapparat for utforskning. Avhandlingens konklusjon formuleres slik: Digitale læremidler kan bidra til danning i undervisningssammenheng, hvis læreren i sin iscenesettelse av noe som er meningsfylt for eleven, tar aktive grep om følgende to forhold: 1. Tar de digitale medienes estetikk, appell til sansene, på alvor. 2. Evner å sette begrensninger for, eller ramme inn, det som vises fram. In the thesis ¿Mimesis, Didaktik and digital media¿ a new perspective on teaching as matter of how the teacher presents knowledge in class, with the purpose of making it meaningful to the pupils, is established. This new perspective is called mimetic Didaktik. The thesis shows how there are strong similarities between poetics and teaching: Both forms of communication strive to create certain imaginings in the receiver, using concrete expressions, like speech, writing, images, objects and other media. By asking, ¿How can digital media contribute to the pupil¿s Bildung in teaching?¿ the thesis establishes a new perspective in the research field of digital media in teaching. This is done by giving the teacher¿s ¿showing or telling¿ a new set of concepts. The thesis concludes that digital media can contribute to the pupil¿s Bildung in teaching, if the teacher in her showing or telling: 1. takes digital media¿s esthetics and appeal to the senses seriously, and 2. is able to restrain or frame what is told or shown.

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