Ulf Rune Andreassen
Biographic Data
| ID | 1606257 |
|---|---|
| NAME | Ulf Rune Andreassen |
| GIVEN NAMES | Ulf Rune |
| FAMILY NAME | Andreassen |
| SIGNATURE | ANDREASSEN U R |
| AFFILIATIONS | Østfold University College, Halden, Norway |
| ORCID | 0000-0003-0410-2015 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers' Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice
We set out to investigate preservice teachers' beliefs about sources of teaching knowledge and their motivation to learn from practice and theory in teacher education in a longitudinal study ( n = 96, at the beginning of the study). Participants placed more trust in experiential knowledge sources compared with formalized sources and participants' beliefs about sources of teaching knowledge generally predicted their motivation to learn from differ…
The invisible minority
Representation of disability in school textbooks may influence pupils’ knowledge and perceptions of people with disabilities. The aim of this study was to investigate representation of people with disabilities in school textbooks. The study employed a mixed-methods approach. Quantitative frequency analysis was used to investigate the extent of representation of disabilities in texts and pictures in 78 Norwegian textbooks for Grades 5–10. Regardin…
A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers' Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice
We set out to investigate preservice teachers' beliefs about sources of teaching knowledge and their motivation to learn from practice and theory in teacher education in a longitudinal study ( n = 96, at the beginning of the study). Participants placed more trust in experiential knowledge sources compared with formalized sources and participants' beliefs about sources of teaching knowledge generally predicted their motivation to learn from differ…
The invisible minority
Representation of disability in school textbooks may influence pupils’ knowledge and perceptions of people with disabilities. The aim of this study was to investigate representation of people with disabilities in school textbooks. The study employed a mixed-methods approach. Quantitative frequency analysis was used to investigate the extent of representation of disabilities in texts and pictures in 78 Norwegian textbooks for Grades 5–10. Regardin…
A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers' Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice
We set out to investigate preservice teachers' beliefs about sources of teaching knowledge and their motivation to learn from practice and theory in teacher education in a longitudinal study ( n = 96, at the beginning of the study). Participants placed more trust in experiential knowledge sources compared with formalized sources and participants' beliefs about sources of teaching knowledge generally predicted their motivation to learn from differ…
Mathematics education (2 works) · Norwegian (2 works) · Pedagogy (2 works) · Psychology (2 works) · Computer Science (1 work) · Curriculum (1 work) · Developmental psychology (1 work) · Education and Critical Thinking Development (1 work) · Educational Strategies and Epistemologies (1 work) · Educator Training and Historical Pedagogy (1 work)