UB Paderborn / Katalog / Suche / in CDI

Preparing pre-service teachers to integrate technology: an analysis of the emphasis on digital competence in teacher education curricula

European journal of teacher education, 2016-01, Vol.39 (1), p.77-93

2016

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What Characterizes Nordic Research on Initial Teacher Education: A Systematic Scoping Review

Nordic studies in education, 2023-09, Vol.43 (3), p.241-259

2023

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Educating digitally competent teachers: A study of integration of professional digital competence in teacher education

Teaching and teacher education, 2017-10, Vol.67, p.37-45

2017

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Research based teacher education

Teaching and teacher education, 2015-02, Vol.46, p.17-24

2015

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Ei forskingsbasert grunnskulelærarutdanning

Nordisk Tidsskrift for Utdanning og Praksis = Nordic journal of education and practice, 2017-04, Vol.11 (1), p.63-83

2017

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A Norwegian perspective: Student teachers’ orientations towards cultural and linguistic diversity in schools

Teaching and teacher education, 2020-11, Vol.96, p.103151, Article 103151

2020

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Studentengasjement i høyere utdanning: Hvilken innsikt gir Studiebarometeret?

Uniped (Lillehammer), 2020-05, Vol.43 (2), p.104-116

Munthe, Elaine

2020

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Parents', teachers', and students’ roles in parent-teacher conferences; a systematic review and meta-synthesis

Teaching and teacher education, 2023-12, Vol.136, p.104355, Article 104355

2023

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Studentengasjement i høyere utdanning: Hvilken innsikt gir Studiebarometeret?

Uniped (Lillehammer), 2020-01, Vol.43, p.104-116

Elaine Munthe

2020

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A systematic review of interventions promoting social inclusion of immigrant and ethnic minority preschool children

International Journal of Inclusive Education, 2024-05, Vol.28 (6), p.924-939

2024

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Inclusion of students with special education needs in Nordic countries: a systematic scoping review

Scandinavian journal of educational research, 2024-04, Vol.68 (3), p.431-446

2024

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Lesson study in field practice: a time-lagged experiment in initial teacher education in Norway

International journal for lesson and learning studies, 2016-04, Vol.5 (2), p.142-154

2016

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Who becomes a teacher and why?

Review of Education, 2022-12, Vol.10 (3), p.n/a

2022

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Teachers’ workplace and professional certainty

Teaching and teacher education, 2003-11, Vol.19 (8), p.801-813

Munthe, Elaine

2003

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Mapping the quality of feedback to support students' learning in lower secondary classrooms

Cambridge journal of education, 2014-01, Vol.44 (1), p.75-92

2014

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Students' Perceptions of Teacher Support Across the Transition from Primary to Secondary School

Scandinavian journal of educational research, 2010-12, Vol.54 (6), p.519-533

2010

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Lower secondary school teachers' judgements of pupils' problems

Teachers and teaching, theory and practice, 2009-10, Vol.15 (5), p.563-578

2009

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Teacher education reform and challenges in Norway

Journal of education for teaching : JET, 2011-11, Vol.37 (4), p.441-450

2011

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Professional Uncertainty/Certainty: How (un)certain are teachers, what are they (un)certain about, and how is (un)certainty related to age, experience, gender, qualifications and school type?

European journal of teacher education, 2001-10, Vol.24 (3), p.355-368

Munthe, Elaine

2001

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Perceptions of Learning Environment and On-Task Orientation Among Students Reporting Different Achievement Levels: A Study Conducted Among Norwegian Secondary School Students

Scandinavian journal of educational research, 2009-08, Vol.53 (4), p.379-396

2009

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Measuring Teacher Certainty

Scandinavian journal of educational research, 2001, Vol.45 (2), p.167-181

Munthe, Elaine

2001

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Students' perceptions of teacher support across the transition from primary to secondary school

Scandinavian journal of educational research, 2010, Vol.54 (6)

2010

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Perceptions of learning environment and on-task orientation among students reporting different achievement levels: a study conducted among Norwegian secondary school students

Scandinavian journal of educational research, 2009, Vol.53 (4)

2009

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Strengthening knowledge development in teachers’ conversations in lesson study

Stepping up Lesson Study, 2021, p.66-75

1, 2021

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Peer learning groups for teachers : a Norwegian innovation

New Zealand annual review of education, 2001-07, Vol.11 (11), p.303-316

2001

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Preparing pre-service teachers to integrate technology: an analysis of the emphasis on digital competence in teacher education curricula

What Characterizes Nordic Research on Initial Teacher Education: A Systematic Scoping Review

Educating digitally competent teachers: A study of integration of professional digital competence in teacher education

Research based teacher education

Ei forskingsbasert grunnskulelærarutdanning

A Norwegian perspective: Student teachers’ orientations towards cultural and linguistic diversity in schools

Studentengasjement i høyere utdanning: Hvilken innsikt gir Studiebarometeret?

Parents', teachers', and students’ roles in parent-teacher conferences; a systematic review and meta-synthesis

Studentengasjement i høyere utdanning: Hvilken innsikt gir Studiebarometeret?

A systematic review of interventions promoting social inclusion of immigrant and ethnic minority preschool children

Inclusion of students with special education needs in Nordic countries: a systematic scoping review

Lesson study in field practice: a time-lagged experiment in initial teacher education in Norway

Who becomes a teacher and why?

Teachers’ workplace and professional certainty

Mapping the quality of feedback to support students' learning in lower secondary classrooms

Students' Perceptions of Teacher Support Across the Transition from Primary to Secondary School

Lower secondary school teachers' judgements of pupils' problems

Teacher education reform and challenges in Norway

Professional Uncertainty/Certainty: How (un)certain are teachers, what are they (un)certain about, and how is (un)certainty related to age, experience, gender, qualifications and school type?

Perceptions of Learning Environment and On-Task Orientation Among Students Reporting Different Achievement Levels: A Study Conducted Among Norwegian Secondary School Students

Measuring Teacher Certainty

Students' perceptions of teacher support across the transition from primary to secondary school

Perceptions of learning environment and on-task orientation among students reporting different achievement levels: a study conducted among Norwegian secondary school students

Strengthening knowledge development in teachers’ conversations in lesson study

Peer learning groups for teachers : a Norwegian innovation

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