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

Sindre Øyan BlomsøHigher Executive Officer

Kristin IsaksenAssistant Professor

Tove Elinor HolmbuktAssociate Professor

Tove Elinor Holmbukt – Associate Professor

Research interests:

My R&D work has for several years focused on questions connected to the integration of theory and practice in teacher education for English, and to strengthen the bond between theory and practice. My research has to a large extent connections to my own teaching, and to studentcentred approaches to teaching and learning. My work is categorised as follows:

1. Integration between theory and practice in teacher education for English.

2. Studentcentred teaching and learning

3. Interdisciplinarity

During 2019-2023 I am involved in the project Learning, Assessment and Boundary crossing in Teacher Education (LAB-Ted) together with colleagues at UiT and NTNU. The project aims at improving the integration of theory and practice in teacher education programmes. I am particularly engaged in how such integration may benefit teaching and learning within teacher education for English.

I am also involved in the project Teaching and Learning English (TALE), together with colleagues at UiT. The project aims at developing varied and engaging teaching methods for our English courses. The project includes studies on, for example, student-centred teaching and learning, goal-oriented/effective teaching and motivation.

In the period 2023-2026 I am the project leader of a state-funded project called 'Practice focus'. I am also the leader of one of the project packages - named 'Micronetwork'. The project aims at improving the connections between the practice field and the university. The micronetwork has as its main focus to facilitate student teachers' teaching trials in schools outside of ordinary practicum.

Contact:

Position: Associate Professor

E-mail: tove.holmbukt@uit.no

Work phone: +4777660764

Link to employee page (Tove Elinor Holmbukt)

Link to this page

Annelise Brox LarsenAssociate Professor (Group leader)

Siw KillengreenProfessor

Ove Gunnar DragesetProfessor

Minjeong SonAssociate Professor

Larsen, A. B.; Holmbukt, T. E.; Jakhelln, R. E.; Son, M. (2024). Master thesis as boundary crossing mediating artefacts. I: Transforming Universitybased Teacher Education through Innovation: A Norwegian Response to Research Literacy, Integration and Technology. Routledge 2024 ISBN 9781032667898.

Drageset, O. G.; Sæther, K-A.; Antonsen, Y.; Steele, A. R.; Killengreen, S. T.; Unhjem, A. (2024). Using Research and Development to establish coherence in teacher education. I: Transforming University-based Teacher Education through Innovation: A Norwegian Response to Research Literacy, Integration and Technology. Routledge 2024 ISBN 9781032667898.

Hatlevik, I. K. R.; Jakhelln, R. E.; Jorde, D. (2024). Transforming University-based Teacher Education through Innovation: A Norwegian Response to Research Literacy, Integration and Technology. Routledge 2024 (ISBN 9781032667898) 250 s.

Sæther, K-A.; Antonsen, Y.; Drageset, O. G. (2024). Relevance of the master's thesis for becoming a professional teacher. I: Transforming
University-based Teacher Education through Innovation: A Norwegian Response to Research Literacy, Integration and Technology. Routledge 2024 ISBN 9781032667898.

Postholm, M. B.; Jakhelln, R. E. (2024). Lærerstudentenes erfaringer med trepartssamarbeid i oppstarten av arbeidet med FoUoppgaven. Acta Didactica Norden (ADNO) 2024 ;Volum 18.(1) s. 1-18.

Larsen, Annelise Brox. (2023). 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

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

Killengreen, S. T.; Lundberg, H.; Jensvoll, I.; Höper, J. (2023). Naturfag utenfor klasserommet fra et nordnorsk perspektiv. Nordic Studies in Science Education 19(1):78-96.

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.

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

Zondag, A.; Larsen, A. B.; Guldal, T. M.; van den Tillaar, R. (2020). 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

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

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

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. (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.

Medlemmer

Sindre Øyan Blomsø – Higher Executive Officer

Kristin Isaksen – Assistant Professor

Tove Elinor Holmbukt – Associate Professor

Annelise Brox Larsen – Associate Professor

Siw Killengreen – Professor

Ove Gunnar Drageset – Professor

Minjeong Son – Associate Professor

Prosjekter

Research in Teacher Education Practices (RiTE)