May Britt Postholm
Biographic Data
| ID | 904147 |
|---|---|
| NAME | May Britt Postholm |
| GIVEN NAMES | May Britt |
| FAMILY NAME | Postholm |
| SIGNATURE | POSTHOLM M B |
| AFFILIATIONS | Norwegian University of Science and Technology |
| ORCID | 0000-0002-9997-7318 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
How the start-up phase of development work research projects fosters school development
This study explored teachers' perspectives of the start-up phase of a development work research (DWR) project emphasizing the development of a joint object. Cultural-historical activity theory (CHAT) served as both methodological and theoretical framework in two Norwegian schools. The start-up phase involved lectures and intermediary tasks to raise awareness and identify teaching challenges, forming a joint object. Data were collected through foc…
Expanding the change laboratory and the interventionist researcher's role in teacher education-school collaboration
This study is framed by cultural-historical activity theory (CHAT), and the Change Laboratory (CL) is used as a method to enhance development, with student teachers, teacher educators, and practice teachers as the participants. The aim of the project was to study and promote learning processes across the boundaries of school teaching and university-led teacher education; the purpose of the sub-study that this article is based on was to describe h…
The importance of structure and trust in developmental work in school
Organizational conditions and social aspects as requirements for learning, and faculty trust has been highlighted as the foundation for collaboration and school development. The professional development of teachers plays a crucial role in improving teachers teaching together with the pupils. But how development work is organized and how faculty trust is aimed for are scarcely described in the literature. This article is based on a qualitative stu…
Student teachers’ experience of participating in a research and development project in Norway
This study investigates student teachers’ experience of participating in a research and development project named Learning, Assessment and Boundary-crossing in Teacher Education (LAB-TEd). LAB-TEd is a tripartite collaboration project between student teachers, practice teachers and university teachers from two universities in Norway. Framed by cultural-historical activity theory (CHAT), participatory data analysis workshops, known as Change Labor…
The importance of the start-up phase in school-based development for learning and enduring change
This study focuses on two schools taking part in a school-based development project in Norway. The research was guided by the following research question: How does the start-up phase in school-based development influence learning and enduring change in school? Few studies focus on the start-up phase. The purpose of the current study is to show how this beginning of a local school development process can influence learning and enduring change.The …
Premises and Promises for Expansive Learning in Teacher Education
The study presented in the article focused on school-based development in lower secondary schools in Norway. School-based development represents a new practice not only for school leaders and teachers but also for teacher educators, who should assist schools in their development processes. The study was conducted within the framework of cultural historical activity theory (CHAT). The aim of the project was twofold: to develop teaching practice in…
Applying Cultural Historical Activity Theory in Educational Settings
Aksjonsforskning i Norge
Antologien Aksjonsforskning i Norge. Teoretisk og empirisk mangfold består av tjue vitenskapelige artikler innen utdanning, helse, vitensentre, kunst og arbeidsliv. Antologien gir et innblikk i historisk utvikling, grunnlagstenkning, samt teoretiske og metodologiske diskusjoner innen aksjonsforskningsfeltet. Den tar opp spørsmål om deltakelse, erfaringskunnskap og dialog som grunnlag for kunnskapsutvikling. Boka spenner over temaer som profesjons…
Teachers’ professional development
Background and purpose: The article reviews studies that focus on the professional development of teachers after they have completed their basic teacher training. Teacher professional development is defined as teachers’ learning: how they learn to learn and how they apply their knowledge in practice to support pupils’ learning. The research question addressed in the article is: How do experienced teachers learn? Main argument: The review is frame…
A completed research and development work project in school
Teachers developing practice
The start-up phase in a research and development work project
Assessment during project work
The Need for Structure and Guidance When ICT Is Used in Project Work
Information and Communication Technology (ICT) can be integrated in the classroom processes in different ways. This study reveals ICT, as a mediating artefact in project work can contribute to the learning processes in the classroom. When ICT is used as an artefact to make a film, planning and decision making becomes natural and necessary processes in the pupil groups. The case study takes both the pupils' and the teachers' perspective and focuse…
The classroom as a stage and the teacher's role
The Need for Structure and Guidance When ICT Is Used in Project Work
Information and Communication Technology (ICT) can be integrated in the classroom processes in different ways. This study reveals ICT, as a mediating artefact in project work can contribute to the learning processes in the classroom. When ICT is used as an artefact to make a film, planning and decision making becomes natural and necessary processes in the pupil groups. The case study takes both the pupils' and the teachers' perspective and focuse…
The classroom as a stage and the teacher's role
Assessment during project work
The start-up phase in a research and development work project
Teachers developing practice
A completed research and development work project in school
Teachers’ professional development
Background and purpose: The article reviews studies that focus on the professional development of teachers after they have completed their basic teacher training. Teacher professional development is defined as teachers’ learning: how they learn to learn and how they apply their knowledge in practice to support pupils’ learning. The research question addressed in the article is: How do experienced teachers learn? Main argument: The review is frame…
Aksjonsforskning i Norge
Antologien Aksjonsforskning i Norge. Teoretisk og empirisk mangfold består av tjue vitenskapelige artikler innen utdanning, helse, vitensentre, kunst og arbeidsliv. Antologien gir et innblikk i historisk utvikling, grunnlagstenkning, samt teoretiske og metodologiske diskusjoner innen aksjonsforskningsfeltet. Den tar opp spørsmål om deltakelse, erfaringskunnskap og dialog som grunnlag for kunnskapsutvikling. Boka spenner over temaer som profesjons…
Applying Cultural Historical Activity Theory in Educational Settings
Premises and Promises for Expansive Learning in Teacher Education
The study presented in the article focused on school-based development in lower secondary schools in Norway. School-based development represents a new practice not only for school leaders and teachers but also for teacher educators, who should assist schools in their development processes. The study was conducted within the framework of cultural historical activity theory (CHAT). The aim of the project was twofold: to develop teaching practice in…
The importance of the start-up phase in school-based development for learning and enduring change
This study focuses on two schools taking part in a school-based development project in Norway. The research was guided by the following research question: How does the start-up phase in school-based development influence learning and enduring change in school? Few studies focus on the start-up phase. The purpose of the current study is to show how this beginning of a local school development process can influence learning and enduring change.The …
Student teachers’ experience of participating in a research and development project in Norway
This study investigates student teachers’ experience of participating in a research and development project named Learning, Assessment and Boundary-crossing in Teacher Education (LAB-TEd). LAB-TEd is a tripartite collaboration project between student teachers, practice teachers and university teachers from two universities in Norway. Framed by cultural-historical activity theory (CHAT), participatory data analysis workshops, known as Change Labor…
Expanding the change laboratory and the interventionist researcher's role in teacher education-school collaboration
This study is framed by cultural-historical activity theory (CHAT), and the Change Laboratory (CL) is used as a method to enhance development, with student teachers, teacher educators, and practice teachers as the participants. The aim of the project was to study and promote learning processes across the boundaries of school teaching and university-led teacher education; the purpose of the sub-study that this article is based on was to describe h…
The importance of structure and trust in developmental work in school
Organizational conditions and social aspects as requirements for learning, and faculty trust has been highlighted as the foundation for collaboration and school development. The professional development of teachers plays a crucial role in improving teachers teaching together with the pupils. But how development work is organized and how faculty trust is aimed for are scarcely described in the literature. This article is based on a qualitative stu…
How the start-up phase of development work research projects fosters school development
This study explored teachers' perspectives of the start-up phase of a development work research (DWR) project emphasizing the development of a joint object. Cultural-historical activity theory (CHAT) served as both methodological and theoretical framework in two Norwegian schools. The start-up phase involved lectures and intermediary tasks to raise awareness and identify teaching challenges, forming a joint object. Data were collected through foc…
Psychology (13 works) · Pedagogy (12 works) · Mathematics education (11 works) · Computer Science (9 works) · Sociology (9 works) · Innovative Education and Learning Practices (8 works) · Engineering (7 works) · Teacher Education and Leadership Studies (6 works) · Educational and Psychological Assessments (4 works) · Early Childhood Education and Development (3 works)