Toril Aagaard
Dados Biográficos
| ID | 8964268 |
|---|---|
| NOME | Toril Aagaard |
| PRENOMES | Toril |
| SOBRENOME | Aagaard |
| ASSINATURA | AAGAARD T |
| AFILIAÇÕES | University of South-Eastern Norway |
| ORCID | 0000-0002-5266-2079 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAÇÕES | 0 |
| OBRAS COMO AUTOR | 5 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2024 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
Peer assessment of classroom videos as preparation for student teachers' future profession
Researchers and policymakers have emphasized that universities, particularly teacher education programs, could explore new ways to facilitate professional learning, reducing the persistent theory-practice gap, promoting coherence in teacher education, and preparing students better for a rapidly changing professional landscape. To address this, we implemented a video-based learning (VBL) design, in which student teachers recorded their own teachin…
Exploring Simulated Practice in Teacher Education
In Norway, as in many other countries worldwide, student teachers often report a lack of coherence between their practice experiences and the teacher training provided on campus. For example, student teachers request more practice-relevant campus training on themes like parent–teacher conferences. Employers worldwide expect universities to prepare graduates to innovate practices. This empirical article addresses these challenges by engaging stude…
Highlighting practices and dialogic moves
The aim of this study is to examine the potential of simulations for supporting professional learning opportunities in teacher education. Specifically, we investigate how students enact and analyse core practices in a simulated setting when teaching fractions at the fifth-grade level. The data consists of 160 minutes of video footage in which fifteen pre-service teachers at a Norwegian university either practised teaching in a simulation or serve…
Profiling teacher educators’ strategies for professional digital competence development
The present study investigates the variety among teacher educators (TEds) related to the use of digital resources in teaching as well as the strategies they use to develop digital competence. A person-centred approach was applied to identify meaningful patterns among TEds having different levels of self-reported digital expertise, at five teacher education institutions. Survey data from TEds (N = 389) was subjected to structural equation modellin…
Transformative agency
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Profiling teacher educators’ strategies for professional digital competence development
The present study investigates the variety among teacher educators (TEds) related to the use of digital resources in teaching as well as the strategies they use to develop digital competence. A person-centred approach was applied to identify meaningful patterns among TEds having different levels of self-reported digital expertise, at five teacher education institutions. Survey data from TEds (N = 389) was subjected to structural equation modellin…
Transformative agency
Exploring Simulated Practice in Teacher Education
In Norway, as in many other countries worldwide, student teachers often report a lack of coherence between their practice experiences and the teacher training provided on campus. For example, student teachers request more practice-relevant campus training on themes like parent–teacher conferences. Employers worldwide expect universities to prepare graduates to innovate practices. This empirical article addresses these challenges by engaging stude…
Highlighting practices and dialogic moves
The aim of this study is to examine the potential of simulations for supporting professional learning opportunities in teacher education. Specifically, we investigate how students enact and analyse core practices in a simulated setting when teaching fractions at the fifth-grade level. The data consists of 160 minutes of video footage in which fifteen pre-service teachers at a Norwegian university either practised teaching in a simulation or serve…
Peer assessment of classroom videos as preparation for student teachers' future profession
Researchers and policymakers have emphasized that universities, particularly teacher education programs, could explore new ways to facilitate professional learning, reducing the persistent theory-practice gap, promoting coherence in teacher education, and preparing students better for a rapidly changing professional landscape. To address this, we implemented a video-based learning (VBL) design, in which student teachers recorded their own teachin…
Psychology (4 obras) · Mathematics education (3 obras) · Pedagogy (3 obras) · Sociology (3 obras) · Education and Critical Thinking Development (2 obras) · Online and Blended Learning (2 obras) · 2019-20 coronavirus outbreak (1 obra) · Computer Science (1 obra) · Conversation analysis (1 obra) · Dialogic (1 obra)