Cato Bjørndal
Biographic Data
| ID | 6508495 |
|---|---|
| NAME | Cato Bjørndal |
| GIVEN NAMES | Cato |
| FAMILY NAME | Bjørndal |
| SIGNATURE | BJØRNDAL C |
| AFFILIATIONS | UiT The Arctic University of Norway |
| ORCID | 0000-0001-9275-9740 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Using a micro audio journaling tool to foster mentor teachers’ reflective habits
Learning on patrol
This study examines informal supervision’s role in police education field training and its contribution to future police officers’ professional development. While formal supervision in police education is structured and evaluation-based, informal supervision, characterized by spontaneous, situational interactions, remains underexamined despite its potential impact on learning outcomes. Using a qualitative research design, four focus group intervi…
Mentor teachers' self-reflection using video and transcripts
Mentor teachers' facilitation of student teachers' reflective growth requires advanced reflective mentoring and teaching competence. While video observation aids in-service and pre-service teachers' development of reflective practice, its use for mentor teachers' learning is less studied, and mentors' use of transcription remains underexplored. This study examines the combined use of video observation and transcription in a Norwegian mentor educa…
Challenges of the supervision process in the teacher education practicum – A qualitative research review
Extensive research has identified many quality-related challenges in the K-12-practicum. However, no previous literature reviews have synthesised the challenges of the various activities involved in the practicum supervision process (planning, teaching and observation, preparations for supervision, supervision sessions and post-supervision reflection). This review identifies interrelated challenges for the experiential supervision process, such a…
Student teachers’ responses to critical mentor feedback
Despite much research on feedback in teaching placement, there is a limited number of interaction studies. Moreover, how student teachers respond to critical mentor feedback remains quite unmapped. This article aims to explore this interactional aspect through the analysis of 12 post-observation sessions. Critical feedback sequences are analysed by face-work theory (Goffman, 1967). Findings suggest that student teachers are deeply concerned about…
Being a teacher and teacher educator
Student teachers’ responses to critical mentor feedback
Despite much research on feedback in teaching placement, there is a limited number of interaction studies. Moreover, how student teachers respond to critical mentor feedback remains quite unmapped. This article aims to explore this interactional aspect through the analysis of 12 post-observation sessions. Critical feedback sequences are analysed by face-work theory (Goffman, 1967). Findings suggest that student teachers are deeply concerned about…
Being a teacher and teacher educator
Being a teacher and teacher educator
Student teachers’ responses to critical mentor feedback
Despite much research on feedback in teaching placement, there is a limited number of interaction studies. Moreover, how student teachers respond to critical mentor feedback remains quite unmapped. This article aims to explore this interactional aspect through the analysis of 12 post-observation sessions. Critical feedback sequences are analysed by face-work theory (Goffman, 1967). Findings suggest that student teachers are deeply concerned about…
Challenges of the supervision process in the teacher education practicum – A qualitative research review
Extensive research has identified many quality-related challenges in the K-12-practicum. However, no previous literature reviews have synthesised the challenges of the various activities involved in the practicum supervision process (planning, teaching and observation, preparations for supervision, supervision sessions and post-supervision reflection). This review identifies interrelated challenges for the experiential supervision process, such a…
Mentor teachers' self-reflection using video and transcripts
Mentor teachers' facilitation of student teachers' reflective growth requires advanced reflective mentoring and teaching competence. While video observation aids in-service and pre-service teachers' development of reflective practice, its use for mentor teachers' learning is less studied, and mentors' use of transcription remains underexplored. This study examines the combined use of video observation and transcription in a Norwegian mentor educa…
Using a micro audio journaling tool to foster mentor teachers’ reflective habits
Learning on patrol
This study examines informal supervision’s role in police education field training and its contribution to future police officers’ professional development. While formal supervision in police education is structured and evaluation-based, informal supervision, characterized by spontaneous, situational interactions, remains underexamined despite its potential impact on learning outcomes. Using a qualitative research design, four focus group intervi…
Psychology (5 works) · Mathematics education (4 works) · Pedagogy (4 works) · Teacher Education and Leadership Studies (4 works) · Collaborative Teaching and Inclusion (3 works) · Reflective Practices in Education (3 works) · Sociology (3 works) · Teacher education (3 works) · Computer Science (2 works) · Student Assessment and Feedback (2 works)