Arbeids- og kompetanseområde
Underviser i- grammatikk
- fonetikk
- didaktikk
- PPU fremmedspråkdidaktikk
Forskar på
- skrivedidaktikk
- feedback
- grammatikk
- IKT
- out-of-school learning vs. in-school learning
- process drama and oracy
Forskargrupper
- ORITE (Oracy in Teacher Education)
- EnA (Evaluation and Assessment)
- TEPEC (Teachers’ Professional Development and Educational Change)
- ReTPro (Rehearsing Teaching Professionally)
- MGUEN101, Engelsk 1, emne 1 - Engelsk språk, litteratur og tekstkunnskap med fagdidaktikk 1, 25/26, emneansvarlig
- MGUEN201, Engelsk 1, emne 2 - Engelsk språk, litteratur og kultur med fagdidaktikk 2, 25/26, emneansvarlig
- MGUEN550, Engelsk 3, emne 4 - Masteroppgåve, 25/26
- PPUA305, Leiing av læreprosessar - leiing av lærings- og utviklingsarbeid i eit individ- og gruppeperspektiv, 25/26
- PPUA306, Skulen i samfunnet - leiing av lærings- og utviklingsarbeid i eit organisasjons- og samfunnsperspektiv, 25/26
Publikasjonar
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Teaching Quality in EFL/ESL and Mathematics: Pre-service Teachers’ Video-Stimulated Recall Reflections After Video-Based Rehearsing
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Fostering Vocabulary Acquisition: Student-Teachers’ Perceptions of Rehearsing Dialogic Whole-Class Discussions
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Video-Based Rehearsing of Vocabulary Acquisition-Friendly Whole-Class Talk Instigated by Talk Moves
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Munnleg dialog i møte med kunstig intelligens
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Different Feedback Strategies When Using Oral Corrective Feedback: What is Meaningful Feedback?
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Rehearsing Teacher-in-Role: a Door Opener for Intercultural Citizenship in EFL/ESL?
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Lærer-i-rolle som døråpner for kritisk tenkning og interkulturell kompetanse i engelskfaget?
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Rehearsing Teacher-in-Role: a Door Opener for Intercultural (Learning and Democratic) Citizenship in EFL/ESL?
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In-Service Primary Teachers’ Feedback Perceptions and Essential Learning Moments: Feedback Agency?
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Hvordan opplever elevene bruken av programmering i fremmedspråkundervisning?
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Lærer-i-rolle som døråpner for kritisk tenkning og interkulturell kompetanse i engelskfaget
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Rehearsing Teacher-in-Role for (Critical) Intercultural Citizenship in EFL/ESL
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Pedagogisk basis for recoverybaserte kurstilbud
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Experienced Lecturers' Reasoning Behind Grammar Feedback Practices
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Critical Thinking and Intercultural Competence Instigated by Teacher-in-Role: Two Sides of the Same Coin?
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Formative Meaningful Feedback Strategies in English and Foreign Language Writing
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Kritisk tenkning og interkulturell kompetanse gjennom lærer-i-rolle i engelskfaget:to sider av samme sak?
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Experienced Lecturers' Reasoning behind Grammar Feedback Practices in EFL Writing Teacher Education
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Kritisk tenkning og interkulturell kompetanse gjennom metoden lærer-i-rolle i engelskfaget: to sider av samme sak?
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Formative Meaningful (Grammar) Feedback Strategies in English and Foreign Language Writing
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Meaningful Grammar Feedback in English Writing Teacher Education: Researching Perspectives on Feedback-as-an-artefact, Feedback Reception, and Feedback Provision
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Hvordan lærer lærere å gi feedback som elevene lærer av? Språk i utdanning blogg.forskning.no
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Grammatikk og feedback i lærerutdanningens skriveopplæring i engelsk
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Unpacking Meaningful Grammar Feedback: An Analysis of EFL Student Teachers’ Feedback Preferences and Learning Moments.
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The need to supplement written grammar feedback: A case study from English teacher education
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Unpacking Feedback Types and Modes: An Analysis of EFL Student-Teachers’ Meaning-Making
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Formative EFL Grammar Feedback in Teacher Writing Education
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Varied Feedback Matters: The Complementarity of Written and Oral Grammar Feedback in EFL Writing Education
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Formative EFL Grammar Feedback in Teacher Writing Education
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Personal English Learning ecologies and meaningful input with digital and non-digital artefacts
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Personal English Learning Ecologies and Meaningful Input with Digital and Non-Digital Artefacts
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In or out of school? : meaningful output with digital and non-digital artefacts within personal english learning ecologies
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In-school or Out-of-school Learning Ecologies? Meaningful Output in English with Digital and Non-digital Artefacts
