The research group brings together researchers who are concerned with quality, learning and development in teacher education. Teacher education is a complex field, where teaching, guidance, practice, organisation and professional development are closely linked.
There is a lot of relevant research on teacher education, but it is often spread across different projects and environments. This research group looks at teacher education from a holistic perspective. The goal is to contribute knowledge that is both research-based and practice-oriented, and that can be used to further develop teacher education locally, nationally and internationally.
The group emphasizes collaboration across subjects, institutions and professional educations, and wants to be an open and inclusive meeting place for researchers, research fellows, students and the field of practice.
Head of research group
Members
More about the research group
The research group's ambition is to build a robust and long-term research environment for teacher education at OsloMet. The work is anchored in national guidelines and OsloMet's strategy, among other things linked to the university school initiative and the development of research infrastructure for teacher education.
The group works with both quantitative and qualitative research methods, including longitudinal studies, practice-based research, action research and intervention studies. An important goal is to develop teacher education as a learning organisation, where critical and systematic reflection, knowledge sharing and innovation are facilitated.
The research group also has a clear international perspective, with partners and research networks in Barcelona and Bern, among others. In the long term, it is a goal to develop joint research projects, strengthen publication activity and contribute to English-language courses – also at PhD level.
Thematic fields and projects
The research group is organized around the following main areas:
1. Development of teacher education as a learning organisation
This area focuses on how to make teacher education work as an institution, and it can be developed through the systematic use of data, research and reflection. Key projects includeTeacher Education Panel Study (TEPS), which is building up a national research infrastructure for teacher education.
2. Pedagogical guidance
Here, research will be conducted on the guidance of teacher students, newly qualified teachers and colleagues in school, and also guidance in teacher education on campus. Topics include guidance as a form of communication, professional development, emotionality, diversity and the use of artificial intelligence in guidance work. Key projects include PREP – Preparing for the unseen (usn.no), the Research Council's main goal is to expand and nuance today's cognitive understanding of teachers' practical knowledge towards an embodied cognitive approach in teacher education and in the field of guidance.
3. Learning by teaching
This area examines student-active working methods in teacher education, with special emphasis on peer teaching. The research is linked to innovation work at OsloMet and to international research networks.
