Annette Hessen Bjerke
Datos Biográficos
| ID | 5400001 |
|---|---|
| NOMBRE | Annette Hessen Bjerke |
| NOMBRES | Annette Hessen |
| APELLIDO | Bjerke |
| FIRMA | BJERKE A H |
| AFILIACIONES | OsloMet – Oslo Metropolitan University |
| ORCID | 0000-0002-2138-2891 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAS | 0 |
| OBRAS COMO AUTOR | 11 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2022 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Sources of mathematics and science self-efficacy in primary and secondary education
Sources of Mathematics Self-Efficacy in Primary and Secondary Students
Efficacy beliefs influence individuals’ thinking and academic outcomes. Indeed, a growing body of literature has identified self-efficacy (SE) as a predictor of a range of favourable outcomes and a buffer against the likelihood of less desirable ones. The evidence linking high levels of SE to positive outcomes has spurred interest in understanding how such beliefs are developed and sustained, particularly via the theorised sources of efficacy inf…
Negotiating performative and professional accountability in inclusive mathematics education in Norway
Previous research often emphasises the negative consequences for inclusive education following the current dominance of performative accountability in education. However, contextual variations, as well as along what dimensions context matters, are often overlooked. Based on a qualitative analysis of inclusive mathematics education in Norway, what we described as the knowledge dimension of professional accountability in education is found to be im…
Teachers’ self-efficacy in teaching mathematics
This article reports on a cross-sectional study tracing possible changes in primary teachers’ self-efficacy in teaching mathematics across various points in their professional careers, involving both novice and experienced pre-service teachers (PSTs) and in-service teachers (ISTs). In the relevant literature, self-efficacy appears to be operationalised differently for PSTs and ISTs. Here, we conceptualise it as a unidimensional construct when mea…
Teacher education as stakeholder
Owing to its recognition as a 21st-century skill, computational thinking (CT) is currently being introduced into school curricula around the world. However, in-service teachers are largely unprepared for this implementation, which, in turn, makes teacher educators (TEds) important stakeholders in preparing prospective teachers to integrate CT into their classroom practices. In this regard, TEds are charged with a twofold responsibility: they must…
Making decisions about attainment grouping in mathematics
Grouping by attainment is a relatively new and contested practice in Norway, where strong historical discourses of heterogeneous education are under pressure from international test comparisons, particularly in mathematics. At the same time, research indicates that Norwegian teachers have a high degree of autonomy in education policy enactment. Analysing thirteen Norwegian mathematics teachers’ reflections on grouping practices, we seek to unders…
The return to university after fieldwork
In this paper, we present on a research study that was framed in disruptive pedagogy (DP) to examine the post-field context of mathematics teacher educators’ (MTEs’) practices. We open by referring to common challenges discussed in the literature related to theory-practice transitions of prospective teachers (PTs) as they move from university courses to their field placement. After reviewing these challenges, we then shift our focus toward unders…
Teacher Learning towards Equitable Mathematics Classrooms
This study responds to the debate on understanding and evaluating teacher learning in professional development programmes, with particular reference to the development of equitable mathematics classrooms. Conducted in the context of a year-long PD mathematics programme for primary teachers in Norway, designed to disrupt teachers’ assumptions about mathematics pedagogy and how it relates to students’ mathematical thinking, this study takes teacher…
Developing self-efficacy through an extra preparatory school year
Quantitative and qualitative data have rarely been combined to offer a rich portrait of how self-efficacy develops in a specific context. We responded to this limitation by investigating students’ experiences of an extra school year between lower and upper secondary school. The objective of the extra school year is to reduce school dropout by strengthening students’ professional and social competences before they enter upper secondary education. …
The Digital Transformation of Higher Education Teaching
The implementation of digital learning technologies in higher education is expected to improve the quality of teaching and facilitate more personalised, flexible, and student-centred approaches. Despite these predicted educational benefits, research shows that technology is predominantly used to support traditional teaching. Due to their opportunities to combine digital technology and face-to-face learning, blended learning designs are considered…
Computational thinking in primary mathematics classroom activities
The integration of computational thinking (CT) into primary education is often facilitated using one or more CT tools, such as block-based programming environments and educational robotics. A major concern is that these CT tools often are used to design mathematics classroom activities that focus on CT at the expense of mathematics. Hence, there is a need to investigate more closely how CT tools can be used in primary mathematics classroom activi…
Sin obras prominentes en esta página.
Developing self-efficacy through an extra preparatory school year
Quantitative and qualitative data have rarely been combined to offer a rich portrait of how self-efficacy develops in a specific context. We responded to this limitation by investigating students’ experiences of an extra school year between lower and upper secondary school. The objective of the extra school year is to reduce school dropout by strengthening students’ professional and social competences before they enter upper secondary education. …
The return to university after fieldwork
In this paper, we present on a research study that was framed in disruptive pedagogy (DP) to examine the post-field context of mathematics teacher educators’ (MTEs’) practices. We open by referring to common challenges discussed in the literature related to theory-practice transitions of prospective teachers (PTs) as they move from university courses to their field placement. After reviewing these challenges, we then shift our focus toward unders…
Teacher Learning towards Equitable Mathematics Classrooms
This study responds to the debate on understanding and evaluating teacher learning in professional development programmes, with particular reference to the development of equitable mathematics classrooms. Conducted in the context of a year-long PD mathematics programme for primary teachers in Norway, designed to disrupt teachers’ assumptions about mathematics pedagogy and how it relates to students’ mathematical thinking, this study takes teacher…
Teachers’ self-efficacy in teaching mathematics
This article reports on a cross-sectional study tracing possible changes in primary teachers’ self-efficacy in teaching mathematics across various points in their professional careers, involving both novice and experienced pre-service teachers (PSTs) and in-service teachers (ISTs). In the relevant literature, self-efficacy appears to be operationalised differently for PSTs and ISTs. Here, we conceptualise it as a unidimensional construct when mea…
Teacher education as stakeholder
Owing to its recognition as a 21st-century skill, computational thinking (CT) is currently being introduced into school curricula around the world. However, in-service teachers are largely unprepared for this implementation, which, in turn, makes teacher educators (TEds) important stakeholders in preparing prospective teachers to integrate CT into their classroom practices. In this regard, TEds are charged with a twofold responsibility: they must…
Making decisions about attainment grouping in mathematics
Grouping by attainment is a relatively new and contested practice in Norway, where strong historical discourses of heterogeneous education are under pressure from international test comparisons, particularly in mathematics. At the same time, research indicates that Norwegian teachers have a high degree of autonomy in education policy enactment. Analysing thirteen Norwegian mathematics teachers’ reflections on grouping practices, we seek to unders…
Negotiating performative and professional accountability in inclusive mathematics education in Norway
Previous research often emphasises the negative consequences for inclusive education following the current dominance of performative accountability in education. However, contextual variations, as well as along what dimensions context matters, are often overlooked. Based on a qualitative analysis of inclusive mathematics education in Norway, what we described as the knowledge dimension of professional accountability in education is found to be im…
Sources of mathematics and science self-efficacy in primary and secondary education
Sources of Mathematics Self-Efficacy in Primary and Secondary Students
Efficacy beliefs influence individuals’ thinking and academic outcomes. Indeed, a growing body of literature has identified self-efficacy (SE) as a predictor of a range of favourable outcomes and a buffer against the likelihood of less desirable ones. The evidence linking high levels of SE to positive outcomes has spurred interest in understanding how such beliefs are developed and sustained, particularly via the theorised sources of efficacy inf…
The Digital Transformation of Higher Education Teaching
The implementation of digital learning technologies in higher education is expected to improve the quality of teaching and facilitate more personalised, flexible, and student-centred approaches. Despite these predicted educational benefits, research shows that technology is predominantly used to support traditional teaching. Due to their opportunities to combine digital technology and face-to-face learning, blended learning designs are considered…
Computational thinking in primary mathematics classroom activities
The integration of computational thinking (CT) into primary education is often facilitated using one or more CT tools, such as block-based programming environments and educational robotics. A major concern is that these CT tools often are used to design mathematics classroom activities that focus on CT at the expense of mathematics. Hence, there is a need to investigate more closely how CT tools can be used in primary mathematics classroom activi…
Mathematics education (8 obras) · Pedagogy (7 obras) · Psychology (7 obras) · Sociology (6 obras) · Computer Science (5 obras) · Political science (5 obras) · Teacher Education and Leadership Studies (4 obras) · Education, Achievement, and Giftedness (3 obras) · Global Educational Policies and Reforms (3 obras) · Qualitative research (3 obras)