Liv Eide
Biographic Data
| ID | 4420770 |
|---|---|
| NAME | Liv Eide |
| GIVEN NAMES | Liv |
| FAMILY NAME | Eide |
| SIGNATURE | EIDE L |
| AFFILIATIONS | University of Bergen |
| ORCID | 0000-0001-8914-7014 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Student teachers’ motivation for teaching: A longitudinal perspective
Newly qualified teachers’ highs and lows during the first year of teaching
To gain a nuanced understanding of the induction phase experienced by newly qualified teachers (NQTs), this short-term longitudinal study followed 15 Norwegian secondary school teachers throughout their first year of teaching, a crucial period for strengthening their resilience through supportive environments. Each month, they communicated via email their work mastery on a scale from 1 to 10. At the end of the year, they were interviewed about th…
Pre-service teachers’ forms of reasoning in discussions of ethical cases
This article contributes to the field of professional ethics in teacher education by presenting findings from a qualitative study of Norwegian first- and fourth-year pre-service teachers’ discussions of ethical cases. Analytical attention is on the forms of reasoning and concept use in these discussions. Theoretically, the article applies an Aristotelian perspective on forms of reasoning, contrasting phronesis (moral reasoning) with techne (pragm…
Negotiating coherence through meeting spaces in practicum
Teacher education takes place in two distinct cultures: schools and higher education institutions. The differences between these cultures make interaction between them challenging and often described as disconnected. There is a call for coherence. This interview study explores how meeting spaces during practicum can enhance coherence between university coursework and fieldwork in teacher education seen from the perspectives of student teachers, s…
Live Remote Classroom: A Tool for Coherent Teacher Education
Teacher education has been criticised for a lack of coherence and for not preparing student teachers for teaching. To prepare student teachers for practicum and create connections between theory and practice and between schools and university, this study explores how the practice field can be brought onto the university campus through digital resources. Four teacher educators in secondary school teacher education in Norway collaborated with a sch…
Case-based teacher education preparing for diagnostic judgement
An integrated part of teaching is to face unexpected situations. Teachers have to make immediate decisions, and these decisions may have a great impact on many people. An important question is how teacher education can prepare students for unexpected situations. The aim of this practitioner research study is to investigate if case-based teaching can contribute to reducing the perceived gap in teacher education. A step-wise model was introduced fo…
Student teachers’ online sharing of challenging incidents in practice placement
The present study asks what challenges student teachers meet in today’s school and how they present, respond to, and reflect on these challenges in an online discussion forum. The study explores these questions by analysing cases written by student teachers in their last practice placement in a one-year post-graduate teacher education programme for secondary school in Norway. The findings show that the cases centre around students and classroom m…
Newly qualified secondary school teachers’ perspectives on workplace learning
There is a gap between knowledge needed at work and knowledge and skills developed through formal education. Certain aspects can only be learned within the actual workplace. This article focuses on workplace learning for newly qualified teachers’ (NQTs), a learning that is integrated in the processes and experiences gained through work. Through emails and interviews the study follows 15 NQTs during their first year of teaching in Norwegian second…
No prominent works on this page.
Negotiating coherence through meeting spaces in practicum
Teacher education takes place in two distinct cultures: schools and higher education institutions. The differences between these cultures make interaction between them challenging and often described as disconnected. There is a call for coherence. This interview study explores how meeting spaces during practicum can enhance coherence between university coursework and fieldwork in teacher education seen from the perspectives of student teachers, s…
Live Remote Classroom: A Tool for Coherent Teacher Education
Teacher education has been criticised for a lack of coherence and for not preparing student teachers for teaching. To prepare student teachers for practicum and create connections between theory and practice and between schools and university, this study explores how the practice field can be brought onto the university campus through digital resources. Four teacher educators in secondary school teacher education in Norway collaborated with a sch…
Case-based teacher education preparing for diagnostic judgement
An integrated part of teaching is to face unexpected situations. Teachers have to make immediate decisions, and these decisions may have a great impact on many people. An important question is how teacher education can prepare students for unexpected situations. The aim of this practitioner research study is to investigate if case-based teaching can contribute to reducing the perceived gap in teacher education. A step-wise model was introduced fo…
Student teachers’ online sharing of challenging incidents in practice placement
The present study asks what challenges student teachers meet in today’s school and how they present, respond to, and reflect on these challenges in an online discussion forum. The study explores these questions by analysing cases written by student teachers in their last practice placement in a one-year post-graduate teacher education programme for secondary school in Norway. The findings show that the cases centre around students and classroom m…
Newly qualified secondary school teachers’ perspectives on workplace learning
There is a gap between knowledge needed at work and knowledge and skills developed through formal education. Certain aspects can only be learned within the actual workplace. This article focuses on workplace learning for newly qualified teachers’ (NQTs), a learning that is integrated in the processes and experiences gained through work. Through emails and interviews the study follows 15 NQTs during their first year of teaching in Norwegian second…
Pre-service teachers’ forms of reasoning in discussions of ethical cases
This article contributes to the field of professional ethics in teacher education by presenting findings from a qualitative study of Norwegian first- and fourth-year pre-service teachers’ discussions of ethical cases. Analytical attention is on the forms of reasoning and concept use in these discussions. Theoretically, the article applies an Aristotelian perspective on forms of reasoning, contrasting phronesis (moral reasoning) with techne (pragm…
Student teachers’ motivation for teaching: A longitudinal perspective
Newly qualified teachers’ highs and lows during the first year of teaching
To gain a nuanced understanding of the induction phase experienced by newly qualified teachers (NQTs), this short-term longitudinal study followed 15 Norwegian secondary school teachers throughout their first year of teaching, a crucial period for strengthening their resilience through supportive environments. Each month, they communicated via email their work mastery on a scale from 1 to 10. At the end of the year, they were interviewed about th…
Mathematics education (6 works) · Pedagogy (6 works) · Psychology (6 works) · Sociology (5 works) · Teacher education (4 works) · Teacher Education and Leadership Studies (4 works) · Focus group (2 works) · Higher Education Practises and Engagement (2 works) · Innovative Education and Learning Practices (2 works) · Norwegian (2 works)