Torunn Aanesland Strømme
Biographic Data
| ID | 6508103 |
|---|---|
| NAME | Torunn Aanesland Strømme |
| GIVEN NAMES | Torunn Aanesland |
| FAMILY NAME | Strømme |
| SIGNATURE | STRØMME T A |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0001-7793-8812 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 17 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Creating Space for Boundary-Crossing Conversations in Science Teacher Education
The complexity of the proficiencies that future science teachers must acquire during their teacher education program often leads to a fragmented experience. Establishing informal collaborations between teacher educators is one of several interventions that can enhance coherence in science teacher education. This article explores how such informal collaborations among teacher educators can support interaction that leads to boundary crossing betwee…
Exploring Norwegian Student-Teachers’ Reasoning When Using Classroom Videos in Peer Mentoring Conversations
This study examines the potential of peer mentoring conversations through the use of a video-based learning design in Norwegian teacher education. Student-teachers used classroom videos of their own teaching as a basis for reasoning about the core practice of classroom discourse. The study adapts an existing framework to measure the quality of student-teacher reasoning in six peer mentoring groups, and the same framework is utilized as an analyti…
Developing Competence for Teachers, Mentors, and School Leaders
The use of video-based learning designs in higher education has gained increased attention in higher education in the last decade. The aim of this study is to contribute to the development of knowledge about video-based learning designs as potential drivers of professional competence for different practitioners in schools: teachers, mentors, and school leaders. By adopting a theoretical perspective of authentic learning, we explore how different …
Transformative agency in teacher education
Student teachers face complex challenges in their future profession, incl. developing professional digital competence (PDC). • In response, teacher education needs to address the reciprocity of PDC and students' transformative agency. • We demonstrate how a small private online course (SPOC) integrates PDC, university seminars and practice. • Student teachers respond to challenges by transforming them into opportunities for their professional dev…
Transformative agency in teacher education
Student teachers face complex challenges in their future profession, incl. developing professional digital competence (PDC). • In response, teacher education needs to address the reciprocity of PDC and students' transformative agency. • We demonstrate how a small private online course (SPOC) integrates PDC, university seminars and practice. • Student teachers respond to challenges by transforming them into opportunities for their professional dev…
Transformative agency in teacher education
Student teachers face complex challenges in their future profession, incl. developing professional digital competence (PDC). • In response, teacher education needs to address the reciprocity of PDC and students' transformative agency. • We demonstrate how a small private online course (SPOC) integrates PDC, university seminars and practice. • Student teachers respond to challenges by transforming them into opportunities for their professional dev…
Developing Competence for Teachers, Mentors, and School Leaders
The use of video-based learning designs in higher education has gained increased attention in higher education in the last decade. The aim of this study is to contribute to the development of knowledge about video-based learning designs as potential drivers of professional competence for different practitioners in schools: teachers, mentors, and school leaders. By adopting a theoretical perspective of authentic learning, we explore how different …
Creating Space for Boundary-Crossing Conversations in Science Teacher Education
The complexity of the proficiencies that future science teachers must acquire during their teacher education program often leads to a fragmented experience. Establishing informal collaborations between teacher educators is one of several interventions that can enhance coherence in science teacher education. This article explores how such informal collaborations among teacher educators can support interaction that leads to boundary crossing betwee…
Exploring Norwegian Student-Teachers’ Reasoning When Using Classroom Videos in Peer Mentoring Conversations
This study examines the potential of peer mentoring conversations through the use of a video-based learning design in Norwegian teacher education. Student-teachers used classroom videos of their own teaching as a basis for reasoning about the core practice of classroom discourse. The study adapts an existing framework to measure the quality of student-teacher reasoning in six peer mentoring groups, and the same framework is utilized as an analyti…
Teacher Education and Leadership Studies (4 works) · Pedagogy (2 works) · Psychology (2 works) · Social Psychology (2 works) · Teacher education (2 works) · Teaching method (2 works) · Agency (philosophy (1 work) · Authentic learning (1 work) · Collaborative Teaching and Inclusion (1 work) · Communication in Education and Healthcare (1 work)