Eli Lejonberg
Biographic Data
| ID | 6871996 |
|---|---|
| NAME | Eli Lejonberg |
| GIVEN NAMES | Eli |
| FAMILY NAME | Lejonberg |
| SIGNATURE | LEJONBERG E |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0003-3788-5888 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
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…
Teaching evaluation as a contested practice
Norwegian education authorities pursue the objective that students in upper secondary schools should evaluate teaching. This kind of evaluation scheme has, however, elicited resistance from teachers. The aims of this article are to explain the advent of teaching evaluation policies in Norway and to explore which factors explain teacher resistance to teaching evaluation schemes. Structural equation modelling of teacher survey data shows which fact…
No prominent works on this page.
Teaching evaluation as a contested practice
Norwegian education authorities pursue the objective that students in upper secondary schools should evaluate teaching. This kind of evaluation scheme has, however, elicited resistance from teachers. The aims of this article are to explain the advent of teaching evaluation policies in Norway and to explore which factors explain teacher resistance to teaching evaluation schemes. Structural equation modelling of teacher survey data shows which fact…
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…
Perception (3 works) · Psychology (3 works) · Collaborative Teaching and Inclusion (2 works) · Computer Science (2 works) · Mathematics education (2 works) · Medical education (2 works) · Medicine (2 works) · Pedagogy (2 works) · Social Psychology (2 works) · Teacher Education and Leadership Studies (2 works)