Kristin Endresen-Maharaj

• Lie, Janaina Hartveit; Endresen-Maharaj, Kristin & Svendsen, Mathilde Dahlen (2026). Democracy in the Classroom: 'It’s All About Participation'. Journal of Teaching and Learning. ISSN 1492-1154. 20(3), s. 158–177. doi: 10.22329/jtl.v20i3.8961. Fulltekst i vitenarkiv Vis sammendrag

  This article investigates teachers’ conceptions of democracy, citizenship, and participation in Norwegian upper secondary vocational education and training (VET). While there is ample research on students’ understanding of democracy, less research has focused on how teachers understand the concept. Democracy and citizenship are among three interdisciplinary topics in Norway’s LK20 curriculum, and participation has a central place in both the curriculum and the Education Act, making this study both timely and important in the Norwegian context. This paper examines how the participating teachers understood the concepts of democracy, citizenship, and participation, their teaching of those concepts, and their classroom instruction. This qualitative study draws upon six semi-structured interviews with teachers working in an upper secondary school, whose principal recruited three female and three male teachers of common-core subjects in vocational study programs. The data were analyzed through meaning compression. The findings suggest that teachers view democracy and citizenship as broad, diffuse concepts, yet the concept of participation contributes to making democracy education more concrete and manageable. The study can enhance teachers’ understanding of the concepts of democracy, citizenship, and participation, as well as the type of democracy education students receive in their daily experiences.

• Rostami, Soroor; Endresen, Kristin & Ghanizadeh, Afsaneh (2025). Students' Perception of Teachers' Democratic Behaviours Scale (TDBS): Construction and Assessment of Psychometric Properties. European Journal of Education. ISSN 0141-8211. 61(1). doi: 10.1111/ejed.70388. Fulltekst i vitenarkiv Vis sammendrag

  A plethora of assessment tools has been developed to measure democratic behaviour in the context of the classroom. A critical review of existing literature revealed prevailing limitations in most tools in the realm of democratic education. Considering the identified deficiencies, this study endeavours to develop and evaluate the psychometric properties of the Teachers' Democratic Behaviours Scale (TDBS) from the perspective of students. Guided by Perry´s (2009) democratic education model, this research constructed an initial questionnaire comprising 35 items categorised into five subscales of equality, diversity, participation, autonomy, and cohesion. Initially, face, content and context validity were examined through expert panel assessments. Subsequently, a pilot testing involving 33 students from Norway and Iran was conducted to evaluate the effectiveness of the developed questionnaire and refine administration procedures before its broader deployment. The main phase of the study enlisted 488 students from 20 countries (e.g., Norway, Iran, USA, Poland), representing diverse cultures, with data collected internationally via paper‐and‐pencil ( n  = 70) and online formats ( n  = 418). Cross‐cultural comparisons between Norway and Iran further enriched the analysis. The main phase assessed construct validity, convergent validity, discriminant validity and differences between contrasted groups. Various Confirmatory Factor Analysis (CFA) models were tested using Amos, with results favoring the second‐order factor CFA model due to its superior fit statistics and lower AIC value, indicating higher psychometric and statistical robustness. In sum, the adoption of the second‐order factor model establishes the TDBS as a valid and valuable instrument for assessing and enhancing democratic practices within the classroom environment.

• Endresen, Kristin & Amdal, Irina Ivashenko (2025). Moral and Citizenship Education in Norway. Balancing Freedom and Responsibility: Fifth-Year Preservice Teachers’ Experiences of Voluntary Attendance in Pedagogical Courses. I Tirri, Kirsi (Red.), Nordic Perspectives on Moral and Citizenship Education. De Gruyter Brill. ISSN 9789004745902. s. 137–155. doi: 10.1163/9789004745902_008. Fulltekst i vitenarkiv Vis sammendrag

  Students in Norway’s five-year teacher education (TED) master’s degree program must complete 60 credits in pedagogical courses. Compulsory attendance has been a requirement in all pedagogical courses in TED. Most preservice teachers in the fifth-year work alongside their studies. This chapter examines how voluntary attendance in TED contributes to the moral citizenship of future teachers in Norway. As research in this field is limited, we posed the following research question: How do voluntary attendance in teacher education support or undermine preservice teachers’ development as moral citizens? Our approach and operationalization of moral citizenship is that freedom and responsibility are moral components, and the students’ efforts to balance the two relate to moral and citizenship education. This qualitative study is based on a thematic analysis of the responses of 130 fifth-year preservice teachers. The findings are discussed in relation to Veugelers’s (2010) core values of moral education. Firstly, the results indicate that preservice teachers perceive the lack of compulsory attendance as an opportunity to take responsibility for their own learning. Secondly, preservice teachers experience freedom and autonomy, finding motivation in choosing which lectures to attend. We argue that preservice teachers must balance freedom with responsibility to take ownership of their learning.

• Endresen-Maharaj, Kristin & Ringereide, Hans Otto (2025). Skoleovertakelse som praksisform Et pedagogisk eksperiment i praktisk pedagogisk utdanning for yrkesfaglærere. Skandinavisk tidsskrift for yrker og profesjoner i utvikling - SJVD. 10(1), s. 136–158. doi: 10.7577/sjvd.5912. Fulltekst i vitenarkiv Vis sammendrag

  Skoleovertakelse er en velkjent praksisform både i norsk grunnskolelærerutdanning og i praktisk pedagogisk utdanning, men ikke i praktisk pedagogisk utdanning for yrkesfaglærere. Det finnes lite forskning hverken nasjonalt eller internasjonalt på skoleovertakelse i lærerutdanninger. Derfor er vårt eksperiment om hvorvidt skoleovertakelse kan brukes som praksisform i praktisk pedagogisk utdanning for yrkesfaglærere betimelig. Som faglærere ønsket vi å tilføre praktisk pedagogisk utdanning for yrkesfag, en sterk yrkesdidaktisk tilknytning. Vi antok at en skoleovertakelse ville ligge nær opp til den yrkesdidaktiske konteksten studentene ville møte i sitt fremtidige yrke som lærere i videregående skole. Forskningsspørsmålet er: Hva er lærerstudenters perspektiver på skoleovertakelse i praktisk pedagogisk utdanning for yrkesfag? De kvalitative dataene fra to refleksjonsgrupper og ett fokusgruppeintervju ble analysert gjennom innholdsanalyse. Banduras konsept om «self-efficacy» (mestringstro) blir brukt som teoretisk rammeverk i analysen og diskusjonen av datamaterialet. Resultatene fra en undersøkelse i SurveyXact indikerer hvordan studenter opplevde skoleovertakelsen. Sentrale funn er at studentene, på tross av forvirring i starten, opplevde økt autonomi og vekt på egne erfaringer. Til slutt, foreslår vi forbedringer til skoleovertakelsen som praksisform i praktisk pedagogisk utdanning for yrkesfaglærere.

• Kristiansen, Aslaug; Endresen, Kristin & Fjalsett, Georg Kristoffer (2025). «Dette er måten de unge snakker på i dag». Om elevers bruk av hatprat og nedsettende ytringer. Nordisk tidsskrift for pedagogikk og kritikk. 11(1), s. 226–240. doi: 10.23865/ntpk.v11.6731. Fulltekst i vitenarkiv Vis sammendrag

  Artikkelen er basert på en empirisk undersøkelse av hvordan lærere og fagarbeidere ved en kombinert barne- og ungdomsskole erfarer og håndterer hatprat og nedsettende ytringer blant elever når dette oppfattes som forstyrrende for skolens undervisning og læringsmiljø. Med nedsettende ytringer og hatprat forstås ytringer rettet mot individer og grupper hvor det uttrykkes motvilje, harme, forakt eller fiendtlighet. Dette er ytringer som ofte henger sammen med fordommer og stereotypiske oppfatninger. I studien forstås ytringene som distinksjoner hvor forskjellen det pekes på, har karakter av rangeringer mellom et «vi» og «de andre». 26 skoleansatte ved en mindre skole svarte på et spørreskjema, og datamaterialet ble analysert ved hjelp av innholdsanalyse. Vi ønsket både å undersøke i hvilke situasjoner ytringene gjorde seg gjeldende og hvordan lærerne håndterte dem. Artikkelen avsluttes med en diskusjon om ulike måter å forholde seg på, en diskusjon som har utgangspunkt i de ansattes egne tilnærminger. Datamaterialet viser også at stedet og skolens omgivelser er av betydning.

• Amdal, Irina Ivashenko & Endresen-Maharaj, Kristin (2024). THE IMPACT OF PEER TEACHING: FROM THE PERSPECTIVE OF PRE-SERVICE TEACHERS IN THEIR FINAL YEAR OF TEACHER EDUCATION. EDULEARN Proceedings. doi: 10.21125/edulearn.2024.0868. Fulltekst i vitenarkiv Vis sammendrag

  The Norwegian government encourage the use of student-active forms of learning in higher education, especially activities similar to tasks performed in working life (Kunnskapsdepartementet, 2021). It is suggested that student-active learning methods will provide more opportunities to develop work-relevant skills. Teacher education (TED) aims to prepare future teachers with the skills to effectively engage their students through collective and innovative classroom activities. In Norway, TED integrates a combination of teacher-centred instruction and collaborative activities during seminars. Approaches such as flipped classrooms are often favoured for their ability to involve learners in the educational process, fostering deeper comprehension and critical thinking. This study investigates the impact of the Learning-by-Teaching method, which posits that learners enhance their understanding of a subject by teaching it to others in interactive and collaborative settings (Duran, 2017). This method involves three key processes: preparing learning materials for teaching, delivering the content to peers, and engaging in discussions with fellow students. Both the preparation phase and peer interactions contribute significantly to the method's benefits (Duran, 2017). While studying course content to teach it afterwards may improve learning outcomes for pre-service teachers, replicating this effect among peers being taught can be challenging. Interacting with peers stimulates knowledge-building by identifying inconsistencies, posing questions, and offering explanations. In Norway TED is a five-year master's degree which includes 60 study points in pedagogical courses. However, little research has so far investigated how pre-service teachers experience student-based activities in pedagogical courses. This study implements an action research approach to explore how 5-year pre-service teachers perceive the impact of the Learning-by-Teaching method on their learning outcomes during a pedagogical course in TED. Over five weeks, pre-service teachers (organised in groups of six) prepared lessons based on specific themes and syllabi. Their objective was to teach specific themes to their peers through a combination of lectures and collaborative activities. Researchers collected reflection notes from pre-service teachers, asking them to reflect on the method's impact on their learning outcomes. The dataset comprises 131 reflection notes, analysed through content analysis. The analysis reveals pre-service teachers’ individual preferences, learning styles, and prior experiences. While some students found the Learning-by-Teaching method highly beneficial, others perceived its impact as limited. Additionally, the study highlights the importance of both teaching fellow students and being taught in shaping pre-service teachers' understanding of collaborative and innovative learning strategies for future classroom settings.

• Haraldstad, Åse; Kristiansen, Aslaug & Endresen, Kristin (2024). Hva får lærere til å bli i skolen? Meningsbærende element i læreryrket. I Bøje, Jan Ditlev; Kristiansen, Aslaug; Nyckel, Jan Gustafsson & Rothuizen, Jan Jaap (Red.), Professionsuddannelser i krise? Rekrutteringsproblemer, meningstab og meningsdannelse i nordiske lærer- og pædagoguddannelser. Erasmus pluss prosjekt. Syddansk Universitetsforlag. ISSN 9788740835090. s. 148–174. Fulltekst i vitenarkiv
• Endresen, Kristin; Kristiansen, Aslaug & Haraldstad, Åse (2024). Mening som en kollektiv prosess – samskaping mellom lærerstudenter, praksislærere i «lærerutdanningsskoler» og faglærere på universitetet. I Bøje, Jan Ditlev; Kristiansen, Aslaug; Nyckel, Jan Gustafsson & Rothuizen, Jan Jaap (Red.), Professionsuddannelser i krise? Rekrutteringsproblemer, meningstab og meningsdannelse i nordiske lærer- og pædagoguddannelser. Erasmus pluss prosjekt. Syddansk Universitetsforlag. ISSN 9788740835090. s. 108–125. Fulltekst i vitenarkiv
• Amdal, Irina Ivashenko & Endresen, Kristin (2023). How Do Pre-Service Teachers Understand and Experience Participation in Teacher Education? Nordisk tidsskrift for utdanning og praksis. 17(2), s. 34–52. doi: 10.23865/up.v17.5191. Fulltekst i vitenarkiv Vis sammendrag

  Teacher education (TED) alone cannot save democracy, but it can prepare teachers to teach their pupils about, for and through democracy. One of the crucial preconditions for teachers who work in a democratic society is the ability to foster pre-service teachers’ participation in their education. Research in this field is limited and our contribution is timely and significant in a Norwegian context. This study explores Norwegian second-year pre-service teachers’ understanding and experiences of democratic participation in the planning of seminar activities during one of the courses in their TED. Throughout the semester, the pre-service teachers evaluated seminar activities and suggested activities for the next seminars. At the end of the course, the pre-service teachers wrote reflection notes in which they expressed their understanding of participation in general and described their experiences participating in planning seminars. Thus, this study is based on the thematic analysis of 38 reflection notes. The results of this study demonstrate that students understand participation as an influence on seminar content and illustrate that their experiences of participation led to a feeling of being valued. Further, participation is possible only when teacher educators take the initiative and pre-service teachers themselves are willing to engage in decision making.

• Endresen, Kristin (2013). Popular education in three organisations in Cape Town, South Africa. Studies in the Education of Adults. ISSN 0266-0830. 45(1), s. 27–40. doi: 10.1080/02660830.2013.11661639. Fulltekst i vitenarkiv
• Endresen, Kristin & Kotze, Astrid von (2004). Living while being alive. International Journal of Lifelong Education. ISSN 0260-1370. 20(5), s. 345–360. Fulltekst i vitenarkiv

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• Sirevåg, Lene Cherize Haugland; Endresen, Kristin & Kristiansen, Aslaug (2026). Tilhørighet, utdanning og ungdom – forebygging av og arbeid for å komme videre fra hat og polarisering. Mobilisering av demokrati og ungdom (DEMO YOUTH), Universitetet i Agder. Fulltekst i vitenarkiv Vis sammendrag

  7 av 10 skoleledere melder om utfordringer med hatefulle ytringer (UDIR 2025), antisemittisme øker i Norge (Beckheim & Solstad, 2025), og blant mange unge oppfattes hatefulle ytringer som akseptert språkbruk (Kristiansen, Endresen-Maharaj, & Fjalsett, 2025; Myrebøe, 2021). Prosjektet Mobilising democracy & youth – preventing and moving beyond hate and polarisation (DEMO-YOUTH) er tilknyttet UdForsk og satsingen Demokratisk Mobilisering (DEMO) ved institutt for pedagogikk som retter oppmerksomhet mot demokratiets rolle i pedagogikk og utdanning. DEMO-YOUTH undersøker ungdom i utdanning, demokrati, tilhørighet, hatefulle ytringer og andre ekskluderingsmekanismer i skole og nærmiljø som rasisme og antisemittisme. Forskningsspørsmålet er: I hvilken grad kommer hatefulle ytringer til uttrykk i skolers hverdagsliv, og hvordan kan dette forstås, møtes og motvirkes mer systematisk og fruktbart? Innlegget presenterer funn fra prosjektets pilot-studie, basert på ett års etnografisk feltarbeid ved en ungdomsskole i Norge (2024-2025), og 9 intervjuer med skolens ansatte. Hatefulle ytringer forekommer ofte blant elever i skolens hverdagsliv. De uttrykkes som ungdomskultur, ekstreme politiske holdninger og søken etter tilhørighet. Ofte håndteres dette som uro og negativ atferd. Funnene viser at for å komme oss videre fra hatprat og polarisering i skolens hverdagsliv så bør vi som Sirevåg (2024) foreslår, ikke redusere og individualisere uro til elevers problematferd, men utforske hva det er et uttrykk for, og hvilken kontekst det uttrykkes i. Stadig yngre rekrutteres til ekstreme grupperinger, og historien fra Tyskland 1933, viser hvordan nazistene tok makten gjennom å bruke ytringer (da med antisemittiske innhold), radikalisere dem gjennom propaganda, hatprat, lover - og til slutt folkemord.

• Sirevåg, Lene Cherize Haugland; Endresen, Kristin & Kristiansen, Aslaug (2026). Ethnographic Insights into Navigating Polarisation and Fostering Democratic Education in Norwegian Schools. Fulltekst i vitenarkiv
• Endresen, Kristin & Amdal, Irina Ivashenko (2025). Moral and Citizenship Education in Norway. Balancing Freedom and Responsibility: Fifth-Year Preservice Teachers’ Experiences of Voluntary Attendance in Pedagogical Courses. Fulltekst i vitenarkiv Vis sammendrag

  Students in Norway’s five-year teacher education (TED) master’s degree program must complete 60 credits in pedagogical courses. This chapter examines how voluntary attendance in TED contributes to the moral citizenship of future teachers in Norway. As research in this field is limited, we posed the following research question: How do voluntary attendance in teacher education support or undermine preservice teachers’ development as moral citizens? This qualitative study is based on a thematic analysis of the responses of 130 fifth-year preservice teachers. The findings are discussed in relation to Veugelers’s (2010) core values of moral education. Firstly, the results indicate that preservice teachers perceive the lack of compulsory attendance as an opportunity to take responsibility for their own learning. Secondly, preservice teachers experience freedom and autonomy, finding motivation in choosing which lectures to attend. We argue that preservice teachers must balance freedom with responsibility to take ownership of their learning.

• Endresen-Maharaj, Kristin & Amdal, Irina Ivashenko (2025). Pre-service teacher students’ experiences of voluntary attendance during a pedagogical course in their fifth year of teacher education. Fulltekst i vitenarkiv
• Sirevåg, Lene Cherize Haugland; Endresen, Kristin & Kristiansen, Aslaug (2025). Occurrence of anti-Semitic expressions in a Norwegian classroom. Experiences with anti-Semitism and anti-democratic speech in everyday school life. Fulltekst i vitenarkiv
• Elmies-Vestergren, Alexander & Endresen-Maharaj, Kristin (2025). Større skoler i trange tider - men på et usikker grunnlag. Fulltekst i vitenarkiv Vis sammendrag

  https://www.fvn.no/mening/kronikk/i/nyr1dm/stoerre-skoler-i-trange-tider-men-paa-et-usikkert-grunnlag

• Amdal, Irina Ivashenko; Lazareva, Aleksandra & Endresen, Kristin (2025). RECEIVING PEER INSTRUCTION: STUDENT PERCEPTIONS OF LEARNING OUTCOMES AND CHALLENGES. Fulltekst i vitenarkiv
• Elmies-Vestergren, Alexander; Aarli, Eivind; Haldammen, Eva Nordby; Amdal, Irina Ivashenko; Endresen-Maharaj, Kristin & Haraldstad, Åse (2024). Vi trenger et rikere bilde av lærervirkeligheten. Fulltekst i vitenarkiv Vis sammendrag

  https://www.fvn.no/mening/kronikk/i/RzbbOd/vi-trenger-et-rikere-bilde-av-laerervirkeligheten

• Amdal, Irina Ivashenko & Endresen-Maharaj, Kristin (2024). Empowerment of pre-service teachers during teacher education in Norway. Fulltekst i vitenarkiv Vis sammendrag

  Pre-service teachers in Norway are required to complete 60 study points in pedagogical courses during the five-year teacher training master’s program. Little research exists on the empowerment of pre-service teachers in pedagogical courses in teacher education. Therefore, this study explores the critical objective of empowering future teachers during teacher education, acknowledging their essential role in shaping future teachers for the development of a democratic society. Focused on fostering active participation among second-year pre-service teachers, the research aims to explore their perceptions and experiences, emphasising the aspect of empowerment (Ahmadi, 2021). Central to the investigation is the concept of participation, conceived as a genuine partnership and meaningful collaboration between pre-service teachers and educators. The study navigates the nuanced terrain of pre-service teachers’ empowerment and metacognitive awareness, contributing significantly to cultivating responsibility in the learning process (Bovill et al., 2016; Cook-Sather, 2010). For some, assuming this responsibility may introduce uncertainties regarding self-accountability within the hierarchical context of society and education, traditionally dominated by teacher educators (Bovill et al., 2016). In this qualitative study, the analysis of 38 participants unfolds through content analysis, identifying two sections: (1) Teacher students' understanding of participation and (2) Teacher students' experiences of empowerment during seminars. Key findings reveal participation as an opportunity for pre-service teachers to influence classroom activities, fostering collaboration with educators and instilling a sense of ownership over subject content. Participants experience sense of value and empowerment when their contributions are acknowledged, highlighting the crucial role of educator initiative and student willingness in shaping the course.

• 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.

• Amdal, Irina Ivashenko & Endresen-Maharaj, Kristin (2024). THE IMPACT OF PEER TEACHING: FROM THE PERSPECTIVE OF PRE-SERVICE TEACHERS IN THEIR FINAL YEAR OF TEACHER EDUCATION. Fulltekst i vitenarkiv
• Brehmer, Mareike & Endresen-Maharaj, Kristin (2024). Presentation of ValiDE: Values in Democratic Education. Fulltekst i vitenarkiv
• Endresen-Maharaj, Kristin (2024). Arbeid med demokratiforståelse i skole og lærerutdanning. Fulltekst i vitenarkiv
• Endresen-Maharaj, Kristin; Kristiansen, Aslaug & Haraldstad, Åse (2024). Exploring teachers approaches to polarization tendencies in groups of pupils. Fulltekst i vitenarkiv
• Kristiansen, Aslaug; Endresen-Maharaj, Kristin & Haraldstad, Åse (2024). Exploring teachers approaches to polarization tendencies in student groups. Fulltekst i vitenarkiv
• Dalehefte, Inger Marie; Brehmer, Mareike; Endresen, Kristin; Kristiansen, Aslaug; Demeschkant, Nataliia & Schnebel, Stefanie (2024). Competencies for Democratic Culture – A Comparison of German, Polish, and Norwegian Core Curricula. Fulltekst i vitenarkiv
• Brehmer, Mareike; Dalehefte, Inger Marie; Endresen-Maharaj, Kristin; Kristiansen, Aslaug; Schnebel, Stefanie & Demeshkant, Nataliia (2024). Competences for Democratic Culture - A Comparison of German, Polish, and Norwegian Core Curricula. Fulltekst i vitenarkiv
• Endresen-Maharaj, Kristin; Kristiansen, Christine Watne & Blakstad, Kristin (2024). Second-year pre-service teachers' experiences of pedagogy in teacher education. Fulltekst i vitenarkiv
• Endresen-Maharaj, Kristin (2024). Hva får lærere til å bli i skolen? Fulltekst i vitenarkiv
• Endresen-Maharaj, Kristin; Brehmer, Mareike; Dalehefte, Inger Marie; Kristiansen, Aslaug; Demeschkant, Nataliia & Schnebel, Stefanie (2024). Fostering teacher students’ value attitudes and didactic competencies - A study course. Fulltekst i vitenarkiv
• Dalehefte, Inger Marie; Brehmer, Mareike; Endresen, Kristin; Kristiansen, Aslaug; Schnebel, Stefanie & Demeshkant, Nataliia (2024). Competences for Democratic Culture - A Comparison of German, Polish, and Norwegian Core Curricula. Fulltekst i vitenarkiv
• Amdal, Irina Ivashenko & Endresen, Kristin (2023). How Do Pre-Service Teachers Understand and Experience Participation in Teacher Education? Fulltekst i vitenarkiv
• Kristiansen, Aslaug; Haraldstad, Åse & Endresen, Kristin (2023). – Læreryrket må fylles med mening igjen. [Internet]. https://www.uia.no/nyheter/laereryrket-maa-fylles-med-mening. Fulltekst i vitenarkiv
• Haraldstad, Åse; Kristiansen, Aslaug & Endresen, Kristin (2023). Hva får lærere til å bli i skolen?Meningsbærende element i læreryrket. Fulltekst i vitenarkiv
• Endresen, Kristin; Kristiansen, Aslaug & Haraldstad, Åse (2023). Mening som en kollektiv prosess - samskaping mellom lærerstudenter, praksislærere i lærerutdanningsskoler og faglærere på universitetet. Fulltekst i vitenarkiv
• Amdal, Irina Ivashenko & Endresen, Kristin (2023). Students’ participation: how it is understood and experienced by second-year teacher students. Fulltekst i vitenarkiv
• Haldammen, Eva Nordby & Endresen, Kristin (2023). Lærerne og lærerutdanningen er god nok. [Journal]. Fædrelandsvennen. doi: https:/www.fvn.no/mening/kronikk/i/WRaGJd/laererne-og-laererutdanningen-er-god-nok. Fulltekst i vitenarkiv
• Endresen, Kristin & Haldammen, Eva Nordby (2023). Lærerne og lærerutdanningen er god nok. [Radio]. NRK P1 . Fulltekst i vitenarkiv
• Kostøl, Elin Marie Frivold; Matre, Marianne Engen; Schønberg, Hilde Wallerud; Øgård, Monika; Lund, Ingrid & Haldammen, Eva Nordby [Vis alle 32 forfattere av denne artikkelen] (2023). Stopp nedbemanningen i skolen. Fulltekst i vitenarkiv
• Schnebel, Stefanie; Visotschnig, Marion; Brehmer, Mareike; Demeshkant, Nataliia & Endresen, Kristin (2023). Values in Democracy Education -Integrating a Joint Study Program in Teacher Education to Foster Teacher Students’ Competencies and Beliefs. Fulltekst i vitenarkiv
• Amdal, Irina Ivashenko & Endresen, Kristin (2022). Students’ participation: how it is understood and experienced by second-year teacher students. Fulltekst i vitenarkiv
• Kristiansen, Aslaug; Endresen, Kristin & Haraldstad, Åse (2022). Exploring teachers’ approaches to polarization tendencies in the context of pupil’s interaction. Fulltekst i vitenarkiv
• Endresen, Kristin; Aslaug, Kristiansen & Åse, Haraldstad (2022). Exploring teachers approaches to polarization tendencies in the context of pupil’s interaction. Fulltekst i vitenarkiv
• Amdal, Irina Ivashenko & Endresen, Kristin (2022). Students’ participation: how it is understood and experienced by second-year teacher students . Fulltekst i vitenarkiv
• Endresen, Kristin (2021). Overordnet del i et voksenperspektiv – med fokus på kritisk tenkning, og demokrati og medborgerskap. Fulltekst i vitenarkiv
• Endresen, Kristin; Haraldstad, Åse & Kristiansen, Aslaug (2021). Dialogue and critical thinking as prevention against antidemocratic attitudes . Fulltekst i vitenarkiv
• Endresen, Kristin (2020). Kritisk tenkning i klasserommet. Fulltekst i vitenarkiv
• Kristiansen, Aslaug; Haraldstad, Åse; Eikeland, Helen & Endresen, Kristin (2019). DEMBRA-tematikk i pedaogogikkundervisningen - tilbakeblikk og veien videre. Fulltekst i vitenarkiv
• Endresen, Kristin (2017). Hvordan fremme refleksjon og kritisk tenkning i voksenopplæringen? Fulltekst i vitenarkiv
• Endresen, Kristin (2008). Citizenship education in Cape Town: Struggling to learn or learning to struggle? Fulltekst i vitenarkiv
• Endresen, Kristin (2004). Living while being alive: The role of adult education in the Treatment Action Campaign. Fulltekst i vitenarkiv

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