Research in Teacher Education Practices (RiTE)

In RITE we concentrate on research in and on teacher education programmes and questions related to how professional understanding and knowledge are formed. We focus on how the students take their education further into the profession and how they contribute to a continued professional development for the individual practitioner and for teams in the workplace. The group will work with the development of knowledge related to quality in integrated teacher education programmes and adopt a metaperspective on the knowledge base of teacher education. We also focus on the interaction between universities and schools for the development of educational quality, quality in the transition between studies and profession and partnership design. The group emphasizes practice theories, such as practice architecture theory and activity theory.

RITE was established in 2019 and is a multidisciplinary research group. As teacher educators at Department of Education, we see interdisciplinarity as valuable . One of the members is working on a PhD thesis.

In the strategies for UiT, it is a goal to have nationally leading teacher education programmes. Innovative teacher education programmes require continuous development of the education knowledge base. A strong and visible research environment is needed, focusing on the content and design of teacher education programmes, on the development of education and international trends, and on its relevance for schools. 

Medlemmer


Vi har jevnlige møter, 3 – 5 pr. semester. I disse møtene presenterer en eller flere deltakere et pågående arbeid og får tilbakemeldinger på dette. I tillegg har vi gjerne et tema hvor en eller flere som har særlig kompetanse deler og inspirerer de andre. I vår hadde vi for eksempel oppe:

Agendaen/temaer for høsten er 

Som ei gruppe som har vektlagt lærerutdanningsforskning vil vi også forholde oss til utvikling av lærerutdanning og lærerutdanningsforskning på ILP og bidrar til å stille spørsmål ved ILPs strategi på feltet gjennom pågående FoU-arbeid.  

Prosjekter



Holmbukt, T., Son, M, Larsen, A. B. (2023). Transforming teacher education for English – contradictions in the activity system hindering a third-space partnership. Acta Didactica Norden, 17 (1), 25 sider. https://doi.org/10.5617/adno.9648

Holmbukt, T., Son, M. (2020). Towards reconceptualising teacher education for English: Benefits and challenges of implementing a third space. Acta Didactica Norden 14(2).

Holmbukt, T. (2018). Interdisciplinary approaches for deep learning. Nordic Journal of Modern Language Methodology 6(1).

Holmbukt, T., Son, M. (2017). Praksisnær lærerutdanning – et eksempel fra engelskfaget. FoU i praksis.

Holmbukt, T. (2016). Hva forskerstudenter lærer om elev- og lærerrollen gjennom et tverrfaglig prosjekt. In Leming, T., Tiller, T. and Allerby, E. (eds.) Forskerstudentene. Lærerstudenter i nye roller. Oslo: Cappelen Damm Akademisk.

Holmbukt, T., Larsen, A. B. (2016). Interdisciplinary teaching as motivation: An initiative for change in post-16 vocational education. Nordic Journal of Modern Language Methodology 4(1).

Larsen, A. B. 2022. Authenticity and Literature(s) in Teacher Education: Bildung in Jigalong and Bárbmo. In Elof, I., Stadler, W. J. & Will, L. (eds.) Authenticity across Languages and Cultures. Bristol: Multilingual Matters.

Larsen, Annelise Brox. Perceptions of Cultural Diversity among Pre-service Teachers. Scandinavian Journal of Educational Research 2021. ISSN 0031-3831.s 1 - 14.s doi: 10.1080/00313831.2021.2006300

Zondag, Anke; Larsen, Annelise Brox; Guldal, Tale Margrethe; van den Tillaar, Roland. The influence of improvisation activities on speaking confidence of EFL student teachers. Nordisk tidsskrift for utdanning og praksis 2020; Volum 14 (2). ISSN 2535-7697.s 82 - 102.s doi: 10.23865/up.v14.1879

Larsen, A. B. (2018) An Intertextual Approach to Reading Literary Texts in English in Teacher Education. Acta Didactica Norway 12/2.

Larsen, A. B. (2016) Språklærerstudenter møter forskning i praksis. In Leming, T., Tiller, T. and

Allerby, E. (eds.) Forskerstudentene. Lærerstudenter i nye roller. Oslo: Cappelen Damm Akademisk.

Eriksen, A., Larsen, A. B & Leming, T. (2015) Acting and reflecting; making connections between theory and practice in teacher education. Reflective Practice: International and Multidisciplinary Perspectives 16 /1. pp. 73-84.

Larsen, A. B. (2014) Rollespill som oversettelse. In Røvik, K. A., Furu, E. M. and Eilertsen, T. V. (eds.) Reformideer i norsk skole. Spredning, oversettelse og implementering. Oslo: Cappelen Damm Akademisk. pp. 289-307.

Research in Teacher Education Practices (RiTE)


Universitetsveien 39
9019 Tromsø
Forskningsgruppa RiTE v/ leder Annelise Brox Larsen
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