Harald Eriksen
Biographic Data
| ID | 9012168 |
|---|---|
| NAME | Harald Eriksen |
| GIVEN NAMES | Harald |
| FAMILY NAME | Eriksen |
| SIGNATURE | ERIKSEN H |
| AFFILIATIONS | Universidad Metropolitana |
| ORCID | 0000-0002-8897-1674 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
When AI only asks
Generative artificial intelligence has altered the conditions under which pupils learn to write, raising concerns that the slow, effortful work of idea generation and elaboration may be bypassed when fluent text can be produced instantly. This study examines how generative AI can be employed to support students’ thinking during a prewriting session where they prepared to write a text about their hometown. Using reflexive content analysis, we exam…
Exploring Professional Commitment and Passion Among Norwegian High School Teachers
High school teachers’ professional commitment and passion are about being dedicated and unwavering in their pursuit of teaching excellence. This study aims to explore the antecedents of Norwegian high school teachers’ professional passion. We investigated three factors—relational trust, teachers’ affective commitment to the school organisation, and teachers’ instructional self-efficacy—by conducting a survey of 246 Norwegian high school teachers …
Feedback practices at school in home confinement at primary level during the Covid 19-pandemic
This article investigates what characterizes the feedback practices in Norwegian primary schools during the period with school in home confinement due to the Covid 19-pandemic. Teacher interviews and student texts showed that the digital context changed the feedback practices. The relational aspect in feedback got visible as the teachers were worried about the students’ academic and social situation. The mutual aspect of feedback was enhanced thr…
No prominent works on this page.
Feedback practices at school in home confinement at primary level during the Covid 19-pandemic
This article investigates what characterizes the feedback practices in Norwegian primary schools during the period with school in home confinement due to the Covid 19-pandemic. Teacher interviews and student texts showed that the digital context changed the feedback practices. The relational aspect in feedback got visible as the teachers were worried about the students’ academic and social situation. The mutual aspect of feedback was enhanced thr…
Exploring Professional Commitment and Passion Among Norwegian High School Teachers
High school teachers’ professional commitment and passion are about being dedicated and unwavering in their pursuit of teaching excellence. This study aims to explore the antecedents of Norwegian high school teachers’ professional passion. We investigated three factors—relational trust, teachers’ affective commitment to the school organisation, and teachers’ instructional self-efficacy—by conducting a survey of 246 Norwegian high school teachers …
When AI only asks
Generative artificial intelligence has altered the conditions under which pupils learn to write, raising concerns that the slow, effortful work of idea generation and elaboration may be bypassed when fluent text can be produced instantly. This study examines how generative AI can be employed to support students’ thinking during a prewriting session where they prepared to write a text about their hometown. Using reflexive content analysis, we exam…
Mathematics education (2 works) · Norwegian (2 works) · Pedagogy (2 works) · Psychology (2 works) · AI in Service Interactions (1 work) · Argumentative (1 work) · Communication (1 work) · Conversation (1 work) · Dialogic (1 work) · Education Practices and Challenges (1 work)