About
I teach and supervise in pedagogical subjects at the bachelor, master, and PhD levels, with a particular interest in teacher professionalism, aesthetic and exploratory learning processes, and fundamental philosophical questions in education. My research interest is mainly related to Educational Action Research in schools and Self-study in teacher education, using Cultural-Historical Activity Theory (CHAT) as a theoretical and analytical perspective. Before I began working at Oslomet in 2009, I worked as a primary school teacher in Oslo. Over the years, I have led and contributed to several small and large national and international research and development projects in the education sector.
Field of study
Action research Multicultural education Collaboration across the curriculum Cultural psychology Critical pedagogy Sociocultural theory Interaction analysis Instruction. Classroom Management Cultural-historical activity theory
Research groups
Research projects
Completed research projects
-
Teacher Qualification for the 21st century - teachers professional competence (TEQ21)
Future school and society are characterized by rapid changes and technological development, which in turn demand new competences such as creativity, communication, collaboration and critical thinking. In order to meet these challenges, teacher education programmes need to educate professional teachers who can educate pupils for the future.
Publications and research
Scientific publications
Brøske, Brit Ågot;
Eri, Thomas
(2025).
Contradictions and change: The dynamics of international collaboration in music education between India and Norway.
Research Studies in Music Education.
https://doi.org/10.1177/1321103X241304630
Eri, Thomas
; Lundh, Lise; Myrvold, Charlotte Blanche
(2024).
Lærerutdanningen som danningsprosess i møte med Den kulturelle skolesekken.
Rinholm, Hanne; Varkøy, Øivind; Fredriksen, Bendik; Bjerke, Mildrid (Ed.).
Kritisk danning i lærerutdanningen. p. 127-148.
Cappelen Damm Akademisk.
https://doi.org/10.23865/cdf.231.ch7
Eri, Thomas
; Aas, Marit
(2020).
Aktivitetsteori som tenkeredskap i aksjonsforskning.
Gjøtterud, Sigrid; Hiim, Hilde; Husebø, Dag; Jensen, Liv Helene (Ed.).
Aksjonsforskning i Norge : Grunnlagstenkning forskerroller og bidrag til endring i ulike kontekster : volum 2. p. 133-161.
Cappelen Damm Akademisk.
https://doi.org/10.23865/noasp.121.ch5
Michelet, Simon;
Eri, Thomas
(2019).
Kvalifisering for læreres yrkespraksis. Casebasert dialogseminar som strategi for å løfte grunnskolens klasserom inn i teoriundervisningen.
Thorsen, Kirsten Elisabeth; Michelet, Simon (Ed.).
Teoretiske og praktiske kunnskaper i lærerkvalifisering
- sammenhenger og spenninger. p. 241-267.
Universitetsforlaget.
https://hdl.handle.net/11250/4161577
Eri, Thomas
; Michelet, Simon
(2018).
Mangfold og spenninger i lærerens praksis.
Thorsen, Kirsten Elisabeth; Christensen, Hanne (Ed.).
Jeg er lærer. p. 175-190.
Fagbokforlaget.
https://hdl.handle.net/11250/3613563
Eri, Thomas
;
Pihl, Joron
(2017).
The challenge of sustaining change: contradictions within the development of teacher and librarian collaboration.
Educational Action Research.
Vol. 25.
https://doi.org/10.1080/09650792.2016.1147366
Eri, Thomas
(2017).
A multilingual book café at the school library: Contradictions between literacy discourses.
Pihl, Joron; Kooij, Kristin Skinstad van der; Carlsten, Tone Cecilie (Ed.).
Teacher and Librarian Partnerships in Literacy Education in the 21st Century. p. 103-119.
Brill | Sense.
https://doi.org/10.1007/978-94-6300-899-0_8
Michelet, Simon;
Eri, Thomas
(2016).
Casebasert dialogseminar - Studentkultur, læring og danning i grunnskolelærerutdanninga.
Norsk pedagogisk tidsskrift.
Vol. 3.
https://doi.org/10.18261/issn.1504-2987-2016-03-02
Eri, Thomas
(2014).
Samarbeid mellom lærere og bibliotekarer.
Borg, Elin; Drange, Ida; Fossestøl, Knut; Jarning, Harald (Ed.).
Et lag rundt læreren. En kunnskapsoversikt. p. 133-135.
Arbeidsforskningsinstituttet.
https://hdl.handle.net/11250/3618583
Eri, Thomas
(2012).
The best way to conduct intervention research: methodological considerations.
Quality & Quantity: International Journal of Methodology.
Vol. 47.
https://doi.org/10.1007/s11135-012-9664-9
