Blar i Institutt for pedagogikk, religion og samfunnsfag på forfatter "Helleve, Ingrid"

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    • Becoming a professional digital competent teacher 

      Helleve, Ingrid; Almås, Aslaug Grov; Bjørkelo, Brita (Peer reviewed; Journal article, 2019)
      The aim of this Norwegian study is to focus on challenges and possibilities concerning professional digital competence (PDC) for teacher education encountering students in transition between the position as private and ...

    • Feedback practice in lower secondary school: Exploring development of perceptions of feedback practice among students and teachers 

      Sandal, Ann Karin; Helleve, Ingrid; Smith, Kari; Gamlem, Siv Therese Måseidvåg (Peer reviewed; Journal article, 2022)
      This article reports on a qualitative study investigating how perceptions of feedback and feedback practice developed over the course of a seven-month development project with students and teachers in ten lower secondary ...

    • Learning and personal epistemologies among students in three work placement settings 

      Hole, Torstein Nielsen; Velle, Gaute; Helleve, Ingrid; Ulvik, Marit; Brøske, Brit Ågot; Sætre, Jon Helge; Raaheim, Arild (Peer reviewed; Journal article, 2021)
      Recent development in policy and learning theory encourages higher education institutions to send their students out of campus and into work placements. In this paper, we report on students’ engagement with various aspects ...

    • Perceived adequate education in ethics: A way to tap into ethical SNS dilemma awareness? 

      Bjørkelo, Brita; Almås, Aslaug Grov; Helleve, Ingrid (Peer reviewed; Journal article, 2021)
      Teachers are role models when it comes to ethics both on- and offline. Teacher education aims to prepare preservice teachers for future on- and offline situations and issues that may be of ethical concern. Education in ...

    • Teachers’ experiences with networked classrooms in Norway 

      Helleve, Ingrid; Almås, Aslaug Grov (Journal article; Peer reviewed, 2017)
      The aim of this study, based on response on a questionnaire from 65 teachers in upper secondary schools, is to gain insight into how teachers experience and practice their role as leaders in the digital classroom. Research ...