Subprojects

The table below shows the 14 researchers from the institution taking part in TET. They are connected to 10 subprojects. All projects will develop partnership with the university schools after they are selected and operationalize detailed plans for the subject through this partnership thereafter.

Title	Coordinator	Research ambition	Additional theory	Methodology	Pillar
Knowledge assemblies in teacher education	Torun G. Ekeland, Kirsten E. Stien	Students' experiences in shaping professional identification	Postcolonial theory	Action research methodology	Professional identity
What new learning is developing through the coconfiguration of theory and practice	Vegard Nergård, doctoral fellow	Develop a new framework of professional consciousness combining experience based (proto-theory) and theory based briefing of teacher students in practice	Psychodynamic and theories of communication	Fieldwork based briefing and debriefing processes in teacher training	Learning organization and co-configuration
Professional learning and dialogue conferences	Karin Rørnes, Annfrid Rosøy Steele	The contribution of dialogue conferences to research-based practice	Situated learning theory, critical-constructive didactical theory	Dialogue-conference combined with qualitative and quantitative data	Didactical theory
Transformative learning in teacher education	Gerd Stølen, Yvonne Sørensen	How do teacher students develop their professional identities?	Transformative learning theory	Biographical, longitudinal and reflexive methodology	Professional identity
Developing maths knowledge for teaching	Ove Drageset	Develop/use knowledge to raise quality of teaching maths	Cognitive guided instruction	Design study	Didactical theory
Using social media as tool for academic learning and networking	Lisbet Rønningsbakk	Exploring blogging as tool for learning and professional identity	Vygotsky Wertsch	Action research, text analysis	New tools for new literacy
Writing strategies and tools for teaching assessment	Audhild Nedberg, Kjell Heggelund	What awareness and training is important for teachers to foster pro-fessionalism in writing across learning areas?		Empirical study, action research	New tools for new literacy
Appreciative appraisal and virtual dialogue	Odd Arne Thunberg, Line Husjord	How can virtual dialogues contribute to reflective and organisational learning?	Conversation learning and communication theory	Action research	New tools for new literacy
Aesthetic, new tools in linguistics	Tove Leming, Annelise Brox Larsen, Anne Eriksen	Developing alternative aesthetic and kinesthetic learning trajectories		Observation, interviews, triangulating, text analysis	New tools for new literacy
Connecting new literacy learning and assessment for learning with the new curriculum models e.g. art and crafts	Kari Doseth Opstad, post-doctoral fellow	Integrating literacy learning and academic content through new models for teaching, learning and assessment	Assessment theory, lesson study model	Action research, interview, survey	Didactical theory