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Newly qualified teachers' professional digital competence: implications for teacher education

European journal of teacher education, 2018-03, Vol.41 (2), p.214-231

2018

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Unpacking teachers’ intentions to integrate technology: A meta-analysis

Educational research review, 2019-06, Vol.27 (June 2019), p.90-109

2019

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Teachers’ agency and online education in times of crisis

Computers in human behavior, 2021-08, Vol.121, p.106793-106793, Article 106793

2021

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Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): a mixed-method study

Educational technology research and development, 2020-02, Vol.68 (1), p.319-343

2020

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Novice and expert teachers’ noticing of classroom management in whole-group and partner work activities: Evidence from teachers' gaze and identification of events

Learning and instruction, 2021-08, Vol.74, p.101464, Article 101464

2021

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The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education

Computers and education, 2019-01, Vol.128, p.13-35

2019

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Changing Teachers' Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity

Educational psychologist, 2017-10, Vol.52 (4), p.242-252

2017

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Pre-service science teachers’ and in-service physics teachers’ views on the knowledge and skills of a good teacher

Nordina : Nordic studies in science education, 2021-09, Vol.17 (3), p.277-292

2021

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From teacher education to practice: Development of early childhood teachers‘ knowledge and beliefs in mathematics

Teaching and teacher education, 2022-06, Vol.114, p.103699, Article 103699

2022

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The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches

Computers in human behavior, 2018-03, Vol.80, p.67-80

2018

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Will, skills, or conscientiousness: What predicts teachers’ intentions to participate in technology-related professional development?

Computers and education, 2023-06, Vol.198, p.104756, Article 104756

2023

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Enacting teacher evaluation in Norwegian compulsory education: teachers’ perceptions of possibilities and constraints

Educational assessment, evaluation and accountability, 2023-08, Vol.35 (3), p.387-417

Gloppen, Silje Kristin

2023

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Grounding Teacher Education in Practice Around the World: An Examination of Teacher Education Coursework in Teacher Education Programs in Finland, Norway, and the United States

Journal of teacher education, 2018-03, Vol.69 (2), p.184-197

2018

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CADA: a teacher-facing learning analytics dashboard to foster teachers’ awareness of students’ participation and discourse patterns in online discussions

Technology, knowledge and learning, 2023-09, Vol.28 (3), p.937-958

2023

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Norwegian teachers' efforts in preparing students with mild intellectual disability for working life

European journal of special needs education, 2023-11, Vol.38 (6), p.788-802

2023

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Opening up the black box: Teacher competence, instructional quality, and students’ learning progress

Learning and instruction, 2022-06, Vol.79, p.101600, Article 101600

2022

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Diversity in Coherence: Strengths and Opportunities of Three Programs

Journal of teacher education, 2019-05, Vol.70 (3), p.192-205

2019

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Student teachers' experiences of academic writing in teacher education- on moving between different disciplines

Education Inquiry, 2017-10, Vol.8 (4), p.268-283

2017

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Teachers’ beliefs related to language choice in immigrant students’ homes

Teaching and teacher education, 2021-07, Vol.103, p.103347, Article 103347

2021

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Teacher Change During Induction: Development of Beginning Primary Teachers’ Knowledge, Beliefs and Performance

International journal of science and mathematics education, 2015-04, Vol.13 (2), p.287-308

2015

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Untangling the Great Online Transition: A network model of teachers’ experiences with online practices

Computers and education, 2023-10, Vol.203, p.104866, Article 104866

2023

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Teachers' strategies for enhancing shy children's engagement in oral activities: necessary, but insufficient?

International journal of inclusive education, 2022-06, Vol.26 (7), p.643-658

2022

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Students' evaluation of digital information: The role teachers play and factors that influence variability in teacher behaviour

Computers in human behavior, 2018-06, Vol.83, p.56-63

2018

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Relationship between pre-service mathematics teachers' knowledge, beliefs and instructional practices in China

ZDM, 2020-05, Vol.52 (2), p.281-294

2020

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All the same or different? Revisiting measures of teachers' technology acceptance

Computers and education, 2020-01, Vol.143, p.103656, Article 103656

2020

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Newly qualified teachers' professional digital competence: implications for teacher education

Unpacking teachers’ intentions to integrate technology: A meta-analysis

Teachers’ agency and online education in times of crisis

Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): a mixed-method study

Novice and expert teachers’ noticing of classroom management in whole-group and partner work activities: Evidence from teachers' gaze and identification of events

The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education

Changing Teachers' Epistemic Cognition: A New Conceptual Framework for Epistemic Reflexivity

Pre-service science teachers’ and in-service physics teachers’ views on the knowledge and skills of a good teacher

From teacher education to practice: Development of early childhood teachers‘ knowledge and beliefs in mathematics

The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches

Will, skills, or conscientiousness: What predicts teachers’ intentions to participate in technology-related professional development?

Enacting teacher evaluation in Norwegian compulsory education: teachers’ perceptions of possibilities and constraints

Grounding Teacher Education in Practice Around the World: An Examination of Teacher Education Coursework in Teacher Education Programs in Finland, Norway, and the United States

CADA: a teacher-facing learning analytics dashboard to foster teachers’ awareness of students’ participation and discourse patterns in online discussions

Norwegian teachers' efforts in preparing students with mild intellectual disability for working life

Opening up the black box: Teacher competence, instructional quality, and students’ learning progress

Diversity in Coherence: Strengths and Opportunities of Three Programs

Student teachers' experiences of academic writing in teacher education- on moving between different disciplines

Teachers’ beliefs related to language choice in immigrant students’ homes

Teacher Change During Induction: Development of Beginning Primary Teachers’ Knowledge, Beliefs and Performance

Untangling the Great Online Transition: A network model of teachers’ experiences with online practices

Teachers' strategies for enhancing shy children's engagement in oral activities: necessary, but insufficient?

Students' evaluation of digital information: The role teachers play and factors that influence variability in teacher behaviour

Relationship between pre-service mathematics teachers' knowledge, beliefs and instructional practices in China

All the same or different? Revisiting measures of teachers' technology acceptance

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