Gunn Elisabeth Søreide's picture

Gunn Elisabeth Søreide

Associate Professor
  • E-mailgunn.soreide@uib.no
  • Phone+47 55 58 39 75
  • Visitor Address
    Christies gate 12
    5015 Bergen
  • Postal Address
    Postboks 7807
    5020 Bergen


  • Student-/learner identity
  • Educational policy
  • Discourse analysis
  • Narrative analysis






Teaching at various courses BA and MA in Education

Tutoring MA-students and PhD-Candidates

Academic article
  • Show author(s) (2024). ‘School is the Foundation of Everything’: Master- and Counter-narratives in Upper-secondary School Pupils’ Stories About the Importance of Schooling and Education. Young - Nordic Journal of Youth Research.
  • Show author(s) (2023). Power dynamics and interprofessional collaboration: How do community pharmacists position general practitioners, and how do general practitioners position themselves? Journal of Interprofessional Care. 8 pages.
  • Show author(s) (2020). The Discursive Governing of Elementary School Student Identity in Norwegian Educational Policy 2000–2015. International Journal of Learning, Teaching and Educational Research (ILJTER). 136-158.
  • Show author(s) (2020). Selvregulering som pedagogisk formål: Diskursive fornyelser i "Fremtidens skole". Nordisk tidsskrift for pedagogikk og kritikk.
  • Show author(s) (2020). Positioning each other – a metasynthesis of pharmacist-physician collaboration. Professions and Professionalism. 3326.
  • Show author(s) (2020). Complementing or conflicting? How pharmacists and physicians position the community pharmacist. Pharmacy Practice. 1-10.
  • Show author(s) (2018). Narrow identity resources for future students: the 21st century skills movement encounters the Norwegian education policy context. Journal of Curriculum Studies. 384-402.
  • Show author(s) (2016). High-skilled newcomers’ identity: learners or experts? Journal of Workplace Learning. 2-16.
  • Show author(s) (2014). The room of Opportunity: Understanding phases of creative knowledge processes in innovation. Journal of Workplace Learning. 545-560.
  • Show author(s) (2014). A Norwegian policy perspective on the relation between school leadership and pupils’ learning outcomes. Policy Studies. 576-591.
  • Show author(s) (2010). Ethical dilemmas: a resource in public health nurses’ everyday work? Scandinavian Journal of Caring Sciences. 75-83.
  • Show author(s) (2008). Teacher Union and Teacher Identity. Nordisk Pedagogik. 193-203.
  • Show author(s) (2007). The public face of teacher identity - narrative construction of teacher identity in public policy documents. Journal of Education Policy. 129-146.
  • Show author(s) (2006). Narrative construction of teacher identity: positioning and negotiation. Teachers and Teaching: theory and practice. 527-547.
  • Show author(s) (2003). Tell Me Your Story. Using narratives from interviews to understand indigenous knowledge. Indilinga: African Journal of Indigenous Knowledge Systems.
  • Show author(s) (2003). Tell Me Your Story. Using Narratives to Understand Indigenous Knowledge. Indilinga: African Journal of Indigenous Knowledge Systems. 89-97.
  • Show author(s) (2003). "Tell Me Your Story. Using Narratives from Interviews to Understand Indigenous Knowledge". Indilinga: African Journal of Indigenous Knowledge Systems. 89-97.
  • Show author(s) (2001). Perspektiver på evaluering. Pedagogisk praksis. 13-20.
  • Show author(s) (2003). Felleskap og læring.Erfaringer det første året med Hovedfag i Pedagogikk. 1. 1. .
  • Show author(s) (2001). Fellesskap og læring. Erfaringer det første året med Hovedfag i pedagogikk. 1. 1. .
Popular scientific lecture
  • Show author(s) (2018). Ta tak, generasjon prestasjon!
  • Show author(s) (2017). God, glad og lojal. Generasjon prestasjon,et politisk ideal?
  • Show author(s) (2009). Profesjon og læreridentitet.
Academic lecture
  • Show author(s) (2019). The discursive construction of student identity in Norwegian education policy documents.
  • Show author(s) (2019). Public narratives and narrative control in The Norwegian 2020 educational reform.
  • Show author(s) (2019). Positioning each other – a metasynthesis of pharmacist - physician collaboration.
  • Show author(s) (2019). Arranged and chaired symposium in two parts: "The encounter between homogenization and heterogeneity: Increased standardization in a diverse world?" Contributed with the following paper "Paradoxes of Curriculum Change: Global educational forms in the Norwegian 2020 Reform".
  • Show author(s) (2018). Inclusion and exclusion in educational reforms that aim for inclusion: The case of Norway.
  • Show author(s) (2017). Interprofessional collaboration between physicians and community pharmacists: a metasynthesis of qualitative studies.
  • Show author(s) (2007). Educational policy documents as a framework for teacher and student identity construction: the case of Norway.
  • Show author(s) (2006). Hvordan kan et nettbasert studium i pedagogikk brukes til konstruktiv utvikling av studentidentitet?
  • Show author(s) (2005). The construction of teacher identity in public policy documents.
  • Show author(s) (2005). Læreridentitet i utdanningspolitiske dokumenter.
  • Show author(s) (2003). Om evaluering.
Other product
  • Show author(s) (2000). Plan for praksisopplæring Førskolelærerutdanningen.
Academic anthology/Conference proceedings
  • Show author(s) (2022). Educational Standardisation in a complex world. Emerald Group Publishing Limited.
Feature article
  • Show author(s) (2018). Fremtidens idealelev er et overmenneske. Bergens Tidende.
Doctoral dissertation
  • Show author(s) (2016). The Room of Opportunity. Understanding how knowledge and ideas are constructed in multidisciplinary groups working with developing innovative ideas.
  • Show author(s) (2015). Narrating the relationship between leadership and learning outcomes.
  • Show author(s) (2007). Narrative construction of teacher identity.
Academic chapter/article/Conference paper
  • Show author(s) (2022). Narrative Control and Standards for Pupil Identity in the Norwegian LK-20 Educational Reform. 20 pages.
  • Show author(s) (2022). How to frame standards and standardisation in education. 22 pages.
  • Show author(s) (2022). 21st Century Skills and Nordic Educational Reforms. 12 pages.
  • Show author(s) (2019). Pharmacist-physician collaboration .
  • Show author(s) (2003). Social roles and professional identity.
Multimedia product
  • Show author(s) (2004). "Tilpasset opplæring - et kvalitativt intervju" (undervisningsvideo i kvalitativ metode).

More information in national current research information system (CRIStin)

Current project:

RENO (Reforming Education NOrway) https://www.uib.no/iped/138480/reforming-education-norway-reno


Previous projects:

Norwegian educational policy (NOREDPOL) - Politicians and policymakers in countries across the globe tend to describe the challenges for the educational sector and the policy initiatives confronting these challenges in similar terms. Although policy rhetoric appears to be globalized, the question whether the policies themselves also are globalized in the sense that they are understood and implemented in the same way nationally and locally remains to be investigated more closely.  This project consequently take Norwegian educational policy initiatives, values, arguments and discourses as a point of departure and explore the connection between these and a) what could be described as global policy and b) various local educational policy practices. The project is addressing the way educational policy is shaped and enacted in relation to knowledge and competence development, diversity, inclusion, democratic education and educational identities.

”Knowledge working” - This project investigates how various formal and informal practices facilitate learning, knowledge development and knowledge transfer in knowledge intensive organisations. The project focus on characteristics of practices that are conducive for knowledge development and learning and how these practices are perceived by leaders and employees.


PhD-project: Narrative construction of Teacher Identity. This project investigates how teacher identity is narratively constructed by several actors, such as teachers, policy documents and The Union of Education Norway. Conceptual framework and methodological approach is informed by poststructuralist, narrative and discursive perspectives.

Participant in Productive Learning Cultures I and II – a NUFU financed capacity building research network with members from Norway, Namibia, Botswana, Zimbabwe, Zambia, Malawi, Mozambique and South Africa.

Research groups