Katrine Nesje
Biographic Data
| ID | 6509365 |
|---|---|
| NAME | Katrine Nesje |
| GIVEN NAMES | Katrine |
| FAMILY NAME | Nesje |
| SIGNATURE | NESJE K |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0003-2026-5711 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
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 mentoring competence with practice videos
Mentor educators strive to develop learning designs enhancing competence relevant for future mentors of new teachers. By zooming in on mentor students' perceptions and emotions, especially related to technology use, we acknowledge the complexity of video based learning designs. This work illuminates innovation in mentor education by investigating mentor students’ experiences with video based learning designs developed to enhance mentoring compete…
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 …
Understanding the impact of motivational orientations on preservice teachers’ perceptions of classroom simulation
We explore how the motivations of preservice teachers (PTs) impact their perceptions of the value of learning about classroom management through a classroom simulation, one that presents challenging classroom situations, prompting PTs to make decisions between alternative actions. Our mixed-method approach involves a sample of 96 PTs in upper secondary school teacher education. The quantitative data analysis reveals positive associations among ex…
What is ‘teacher noticing for equity’? A scoping review and interpretive synthesis of the literature on equitable noticing practices in the classroom
Barriers to student active learning in higher education
This article reviews research that consistently, across borders and over time, reveals inertia in Higher Education institutions related to innovation in academic teaching. Despite frequent calls for more student-active learning, studies find that teaching remains predominantly traditional and teacher-centred. While research is recognised as continuously developing, border-crossing, investigative and innovative collaborative activities that needs …
Trying on teaching for fit” – Development of professional identity among professionals with multiple career opportunities
Trying on teaching for fit” – Development of professional identity among professionals with multiple career opportunities
Barriers to student active learning in higher education
This article reviews research that consistently, across borders and over time, reveals inertia in Higher Education institutions related to innovation in academic teaching. Despite frequent calls for more student-active learning, studies find that teaching remains predominantly traditional and teacher-centred. While research is recognised as continuously developing, border-crossing, investigative and innovative collaborative activities that needs …
Developing mentoring competence with practice videos
Mentor educators strive to develop learning designs enhancing competence relevant for future mentors of new teachers. By zooming in on mentor students' perceptions and emotions, especially related to technology use, we acknowledge the complexity of video based learning designs. This work illuminates innovation in mentor education by investigating mentor students’ experiences with video based learning designs developed to enhance mentoring compete…
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 …
Understanding the impact of motivational orientations on preservice teachers’ perceptions of classroom simulation
We explore how the motivations of preservice teachers (PTs) impact their perceptions of the value of learning about classroom management through a classroom simulation, one that presents challenging classroom situations, prompting PTs to make decisions between alternative actions. Our mixed-method approach involves a sample of 96 PTs in upper secondary school teacher education. The quantitative data analysis reveals positive associations among ex…
What is ‘teacher noticing for equity’? A scoping review and interpretive synthesis of the literature on equitable noticing practices in the classroom
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…
Psychology (4 works) · Teacher Education and Leadership Studies (4 works) · Collaborative Teaching and Inclusion (3 works) · Higher education (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Social Psychology (3 works) · Teaching method (3 works) · Communication in Education and Healthcare (2 works) · Computer Science (2 works)