About
I hold a PhD from the University of Oslo, where I examine how teachers and students in schools work with assessment and feedback in the Norwegian language subject. I teach Norwegian in teacher education and have academic responsibility for in-service and continuing education courses for schoolteachers, in addition to supervising master’s students. My research interests focus on assessment in schools and teacher education (both formative and summative), artificial intelligence in education, and teacher professionalism. I use both quantitative and qualitative methods in my studies. As a scholar of Norwegian language education (norskdidaktikk), I am particularly interested in research on writing and assessment.
Research groups
Research projects
Ongoing research projects
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AI-Supported Prewriting in Lower Secondary School: Idea Development, Idea Movement, and Student Perspectives
PhD project examining how students develop ideas and experience authorship when, during prewriting, they use a chatbot that only asks questions and does not generate text.
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Educators and learners meet artificial intelligence
This project is dedicated to exploring both teachers' and students' perspectives on the implementation of artificial intelligence in an educational context.
Publications and research
Scientific publications
Eriksen, Harald
; Elstad, Eyvind
(2025).
Understanding factors influencing Norwegian high school teachers' affective commitment to their school in an age of curriculum change.
The Curriculum Journal.
https://doi.org/10.1002/curj.346
Elstad, Eyvind;
Eriksen, Harald
(2025).
Antecedents of Norwegian High School Teachers’ AI Resistance.
Journal of Teacher Education and Educators (JTEE).
Vol. 14.
https://hdl.handle.net/11250/5484818
Eriksen, Harald
; Elstad, Eyvind
(2025).
Exploring Professional Commitment and Passion
Among Norwegian High School Teachers.
Professions and Professionalism.
Vol. 15.
https://doi.org/10.7577/pp.5929
Elstad, Eyvind;
Eriksen, Harald
(2024).
Exploring the Hardships of Norwegian High-School Teachers.
Acta Didactica Norden (ADNO).
Vol. 18.
https://hdl.handle.net/11250/5353828
Elstad, Eyvind;
Eriksen, Harald
(2024).
High School Teachers’ Adoption of Generative AI: Antecedents of Instructional AI Utility in the Early Stages of School-Specific Chatbot Implementation.
Nordic Journal of Comparative and International Education (NJCIE).
Vol. 8.
https://doi.org/10.7577/njcie.5736
Eriksen, Harald
; Gourvennec, Aslaug Fodstad; Rønneberg, Vibeke; Blikstad-Balas, Marte
(2024).
Associations Between Teachers’ Attitudes Toward the Final Exam in the Norwegian Language Arts Subject and Washback: A Survey Among Norwegian Secondary Teachers.
Nordic Journal of Literacy Research.
Vol. 10.
https://doi.org/10.23865/njlr.v10.5309
Eriksen, Harald
;
Svanes, Ingvill Krogstad
(2021).
Kategorisering og koding i intervju- og observasjonsforskning.
Andersson-Bakken, Emilia; Dalland, Cecilie Pedersen (Ed.).
Metoder i klasseromsforskning
Forskningsdesign, datainnsamling og analyse. p. 287-304.
Universitetsforlaget.
https://hdl.handle.net/11250/4335927
Eriksen, Harald
; Lejonberg, Eli; Tschannen-Moran, Megan; Christophersen, Knut-Andreas; Elstad, Eyvind
(2020).
Learners Providing Feedback on Teaching: Pre-service Teachers’ Perceptions of a Teacher Assessment Arrangement.
Scandinavian Journal of Educational Research.
https://doi.org/10.1080/00313831.2020.1833236
Eriksen, Harald
; Elstad, Eyvind
(2019).
Norsklæreres erfaringer med karakterfritt semester: rom for forbedringsinnsats hos eleven og større fokus på læringsfremmende tilbakemelding fra læreren? :.
Nordisk tidsskrift for utdanning og praksis.
Vol. 13.
https://doi.org/10.23865/up.v13.1968
Eriksen, Harald
(2018).
Læringsfremmende vurdering i to norskkollegier.
Norsklæreren.
Vol. 42.
https://hdl.handle.net/10642/6495
