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  • E-mailMarit.Ulvik@uib.no
  • Phone+47 55 58 47 69
  • Visitor Address
    Christies gate 13
  • Postal Address
    Postboks 7807
    5020 Bergen

Professional development and Bildung:

  • Teacher education
  • Teacher educators
  • Teachers agency
  • Mentoring
  • Newly qualified teachers
  • Action research
  • Teaching

Reseach-group leader: Teacher Professionalism and Education

Coordinator for cohort 7 at the national research school for teacher educators, NAFOL: http://nafol.net/

Council member in "InFoTed", International Forum for Teacher Educator Development: https://www.ntnu.edu/info-ted

Teaching various courses in teacher education and mentor education

Cover especially the following themes: Bildung, esthetics, ethics, classroom management, action research, mentoring and professional development

Teaching  at a methodology course

Teaching at PhD-programs

Tutoring student teachers, mentor students, students in the metodology course and PhD-candidates

 

 

Academic article
  • Show author(s) (2021). Student teachers’ online sharing of challenging incidents in practice placement. European Journal of Teacher Education. 1-15.
  • Show author(s) (2021). School experiences that make an impression – a study on how to promote bildung and the desire to learn. Scandinavian Journal of Educational Research. 1-14.
  • Show author(s) (2021). Meeting the Black Swan- Teacher educators' use of ICT- pre, during and eventually post Covid-19. Nordic Journal of Comparative and International Education (NJCIE). 17-33.
  • Show author(s) (2021). Learning and personal epistemologies among students in three work placement settings. Education Inquiry. 20 pages.
  • Show author(s) (2021). Entrance into teaching and need for support- narratives from diverse national and local contexts. . NORDVEI- Nordisk tidsskrift i veiledningspedagogikk. 14 pages.
  • Show author(s) (2021). Case-based teacher education preparing for diagnostic judgement . European Journal of Teacher Education.
  • Show author(s) (2020). Teacher educators’ professional trajectories: evidence from Ireland, Israel, Norway and the Netherlands. European Journal of Teacher Education. 1-18.
  • Show author(s) (2020). Teacher educators reflecting on case-based teaching - a collective self-study. Professional Development in Education. 15 pages.
  • Show author(s) (2020). Introducing aesthetical values to education. Frontiers in Education. 8 pages.
  • Show author(s) (2019). Tutors seen through the eyes of mentors assumptions for participation in third space in teacher education . European Journal of Teacher Education. 228-242.
  • Show author(s) (2019). The Professional Development of Higher Education-Based Teacher Educators: Needs and Realities. . Professional Development in Education. 848-861.
  • Show author(s) (2019). Nye læreres erfaringer med skolen som organisasjon. Nordisk tidsskrift for utdanning og praksis. 5-24.
  • Show author(s) (2019). Extension and remodelling of teachers' perceived professional space. Teachers and Teaching: theory and practice. 1030-1042.
  • Show author(s) (2019). Expectations to mentoring as support for professional development. Nordisk tidsskrift for utdanning og praksis. 56-75.
  • Show author(s) (2018). «Det handler om å finne sin egen form» Læreres profesjonelle handlingsrom − hvordan det blir forstått og utnyttet. Acta Didactica Norge. 1-22.
  • Show author(s) (2018). The professional development of higher education-based teacher educators: needs and realities. Professional Development in Education. 1-14.
  • Show author(s) (2018). Lærerutdanneres profesjonelle utvikling. UNIPED. 425-440.
  • Show author(s) (2018). Hvordan kan bilder brukes i undervisning? . Journal for Research in Arts and Sports Education. 34-49.
  • Show author(s) (2017). What and how student teachers learn during their practicum as a foundation for further professional development. Professional Development in Education. 638-649.
  • Show author(s) (2017). Teachers' perceived professional space and their agency. Teaching and Teacher Education : An International Journal of Research and Studies. 37-46.
  • Show author(s) (2017). Leaving teaching: lack of resilience or sign of agency? Teachers and Teaching: theory and practice. 928-945.
  • Show author(s) (2017). Action research – connecting practice and theory. Educational Action Research. 273-287.
  • Show author(s) (2016). Å undervise om å undervise : lærerutdanneres kompetanse sett fra deres eget og fra lærerstudenters perspektiv. UNIPED. 61-77.
  • Show author(s) (2016). Ethical aspects of professional dilemmas in the first year of teaching. Professional Development in Education. 236-252.
  • Show author(s) (2016). Aksjonsforskning – et bidrag til en praksisnær og teoriorientert lærerutdanning. Norsk pedagogisk tidsskrift. 222-239.
  • Show author(s) (2016). Action research in pre-service teacher education – a never-ending story promoting professional development. Professional Development in Education. 441-457.
  • Show author(s) (2015). Om å (ut)danne en lærer. FoU i praksis. 67-84.
  • Show author(s) (2014). Student-teachers doing action research in their practicum: why and how? Educational Action Research. 518-533.
  • Show author(s) (2014). School leaders’ views on mentoring and newly qualified teachers’ needs. Education Inquiry.
  • Show author(s) (2013). The impact of mentor education. Does mentor education matter? Professional Development in Education. 754-770.
  • Show author(s) (2013). Pedagogikk og estetikk. Norsk pedagogisk tidsskrift. 418-428.
  • Show author(s) (2012). What can experienced teachers learn from newcomers? Newly qualified teachers as a resource in schools. Teachers and Teaching: theory and practice. 43-57.
  • Show author(s) (2012). Lærerutdanneren som modell: Hvordan forbedre egne forelesninger gjennom aksjonsforskning? :. FoU i praksis. 61-79.
  • Show author(s) (2011). What characterises a good practicum in teacher education? Education Inquiry. 517-536.
  • Show author(s) (2011). Veilederrollen- En profesjon innenfor profesjonen. Bedre Skole. 83-87.
  • Show author(s) (2011). Is individual mentoring the only answer? Education Inquiry. 123-135.
  • Show author(s) (2009). Slik eleven ser det - skolens bidrag i unge menneskers liv. Norsk pedagogisk tidsskrift. 97-109.
  • Show author(s) (2009). Novice in secondary school - the coin has two sides. Teaching and Teacher Education : An International Journal of Research and Studies. 835-842.
  • Show author(s) (2008). Studieveiledning i kvalitetsreformens tid. UNIPED. 50-56.
  • Show author(s) (2007). Lærerutdanning som danning. Norsk pedagogisk tidsskrift. 193-206.
  • Show author(s) (2006). Science students' critical examination of scientific information related to socio-scientific issues. Science Education. 632-655.
  • Show author(s) (2005). Hva kjennetegner god praksisveiledning? Bedre Skole. 86-92.
  • Show author(s) (2005). Hva kjennetegner god praksisveiledning. Bedre Skole. 86-92.
  • Show author(s) (2004). Danning, informasjonsvurdering og argumentering i naturvitenskap. Acta Didactica. 82 pages.
  • Show author(s) (2002). Skolens uutholdelige letthet. Norsk pedagogisk tidsskrift.
  • Show author(s) (2000). Ansvar for egen læring og ansvar for andres læring - et pedagogisk vågestykke. Bedre Skole. 70-79.
Academic lecture
  • Show author(s) (2021). Veiledning av nyutdannede nytilsatte lærere i Norge - intensjoner og realiteter.
  • Show author(s) (2021). Kommentarer til sluttrapport 2021: Evaluering av veiledning av nyutdannede nytilsatte lærere .
  • Show author(s) (2019). Transition into the teaching profession: novice teachers’ experiences of the school as an organisation.
  • Show author(s) (2019). The entrance into teaching for new teachers with a variety of backgrounds.
  • Show author(s) (2019). Teacher educators’ telling about using ICT-honestly! .
  • Show author(s) (2019). Teacher educators’ professional development. .
  • Show author(s) (2019). Teacher educators’ professional development- case Norway .
  • Show author(s) (2019). Students’ perspectives on teaching.Teachers’ work in a tension between student perspectives and educational policy .
  • Show author(s) (2019). Student wellbeing in the time of measurement.
  • Show author(s) (2019). Perceived professional space and mediating conditions for teacher agency. .
  • Show author(s) (2019). Ethics in educational research.
  • Show author(s) (2019). Creating and sustaining teacher educators’ professional learning communities. .
  • Show author(s) (2019). Contextualizing teacher educators’ professionalism: A comparison between four countries. .
  • Show author(s) (2018). Veiledning.
  • Show author(s) (2018). Veiledning.
  • Show author(s) (2018). The Professional Development of Higher Education Based Teacher Educators in Three Countries: Ireland, Israel and Norway. .
  • Show author(s) (2018). Teacher Educators' Learning in the Workplace- The important role of Research in Norway.
  • Show author(s) (2018). TRANSITION INTO TEACHING PROFESSION: TIME FOR A SYSTEM CHECK.
  • Show author(s) (2018). Professional learning for European teacher educators. Addressing issues of inclusion/exclusion in teacher education.
  • Show author(s) (2018). Profesjonell utvikling.
  • Show author(s) (2018). Mentoring.
  • Show author(s) (2018). Integrasjon og identitet i lektorutdanning og PPU, søkelys på lærerutdanneren .
  • Show author(s) (2018). Hva er læring.
  • Show author(s) (2018). Etikk.
  • Show author(s) (2018). Ethics in educational research.
  • Show author(s) (2018). Esthetics in teacher education.
  • Show author(s) (2018). Case-Based Teacher Education.
  • Show author(s) (2018). Case based teaching – a collective self-study.
  • Show author(s) (2018). Aksjonsforskning som verktøy i profesjonell utvikling.
  • Show author(s) (2018). Affected by teaching.
  • Show author(s) (2017). Veiledning i praksis.
  • Show author(s) (2017). Together for better Learning. Transforming patterns of teaching and Learning through work placement for students. Results from four case studies.
  • Show author(s) (2017). Reforming teacher educators’ professionalism and pedagogy: looking for landmarks in a changing Europe.
  • Show author(s) (2017). Praksislæreren og danning.
  • Show author(s) (2017). Being a teacher educator – competences and qualifications needed for teaching about teaching.
  • Show author(s) (2017). Aksjonsforskning som utdanningsforskning.
  • Show author(s) (2017). Action research – connecting practice and theory in teacher education.
  • Show author(s) (2016). Profesjonell utvikling.
  • Show author(s) (2016). Mentors’ role in preparing student teachers for high quality professional practice.
  • Show author(s) (2016). Hva er læring?
  • Show author(s) (2016). Exploring Teachers’ Usage of Professional Space.
  • Show author(s) (2016). Ethics in educational research.
  • Show author(s) (2016). Danningsperspektivet i lærerutdanningen.
  • Show author(s) (2016). Being a teacher educator in Norway.
  • Show author(s) (2016). Aksjonsforskning.
  • Show author(s) (2016). Aksjonsforskning.
  • Show author(s) (2015). Newly qualified teachers’ transition from being taught to teaching others in an English and Norwegian context.
  • Show author(s) (2015). Hvem er vi? Komparativ forskning på lærerutdanneres forståelse av jobben sin.
  • Show author(s) (2015). From Teacher to Researcher.
  • Show author(s) (2014). To teach about teaching: teacher educators’ competence from their own and their student teachers’ perspectives.
  • Show author(s) (2014). Teaching about Teaching, From Teacher Educators’ And Student Teachers’ perspectives.
  • Show author(s) (2014). Teacher educators’ perception of their role, a comparative study.
  • Show author(s) (2014). Teacher attrition Norway.
  • Show author(s) (2014). Parameters of fuzziness: Teacher educators’ identities in England, Norway and Germany.
  • Show author(s) (2014). Ethical Dilemmas in the First Year of Teaching.
  • Show author(s) (2014). Den gode lærer - inspirert og inspirerende.
  • Show author(s) (2014). Changing context, changing landscapes: exploring teacher educators identities in England, Norway and Germany.
  • Show author(s) (2013). Who shall mentor beginning teachers? School leaders' view on mentoring and mentorpreparation.
  • Show author(s) (2013). Veiledning og profesjonell utvikling.
  • Show author(s) (2013). The Norwegian teacher education.
  • Show author(s) (2013). Student teachers doing action research.
  • Show author(s) (2013). Sources of Resilience in Newly Qualified Teachers.
  • Show author(s) (2013). Etikk i veiledning.
  • Show author(s) (2013). Den som er sterk må være snill.
  • Show author(s) (2013). Changing contexts, changing landscapes - a review of teacher education in Norway and England.
  • Show author(s) (2013). Action research from student teachers' perspective.
  • Show author(s) (2012). Veiledning av nyutdannede lærere & Etikk i veiledning.
  • Show author(s) (2012). Veiledning av nye lærere.
  • Show author(s) (2012). Veiledning av nye lærere.
  • Show author(s) (2012). Profesjonell utvikling.
  • Show author(s) (2012). Oppfølging av nye lærere – hva, hvordan og hvorfor?
  • Show author(s) (2012). Lærerens profesjonelle utvikling.
  • Show author(s) (2012). Estetikk og danning.
  • Show author(s) (2011). Verktøy i profesjonell utvikling.
  • Show author(s) (2011). Veiledning av nyutdannede. Nasjonale og internasjonale perspektiver.
  • Show author(s) (2011). Veiledning av nye lærere.
  • Show author(s) (2011). The impact of mentor education. Does mentor education matter?
  • Show author(s) (2011). Nyutdannet lærer.
  • Show author(s) (2011). Nyutdannet lærer.
  • Show author(s) (2011). Nyutdannet lærer.
  • Show author(s) (2011). Nyutdannet lærer.
  • Show author(s) (2011). Mentoring Novice teachers – the Norwegian context.
  • Show author(s) (2011). Klasseledelse og læringsmiljø.
  • Show author(s) (2011). Klasseledelse og kollegaveiledning.
  • Show author(s) (2011). De nyutdannedes situasjon.
  • Show author(s) (2011). Aksjonsforskning.
  • Show author(s) (2011). Aksjonsforskning.
  • Show author(s) (2010). Å være nyutdannet lærer.
  • Show author(s) (2010). Why do we still give lectures in teacher education? Lectures and learning outcome.
  • Show author(s) (2010). Nyutdannet lærer i videregående skole.
  • Show author(s) (2010). Nyutdannet lærer.
  • Show author(s) (2010). Nyutdannet lærer.
  • Show author(s) (2010). Lærerutdanning og danning.
  • Show author(s) (2010). Klasseledelse.
  • Show author(s) (2010). Hva vet vi om nyutdannede lærere?
  • Show author(s) (2009). What do newly qualified teachers (NQTs) need to know to teach well, and who should tell them.
  • Show author(s) (2008). What can be learned from a novice teacher?Newly qualified teachers as a resource in schools.
  • Show author(s) (2008). What can be learned from a novice teacher? Newly qualified teachers as a resource in schools.
  • Show author(s) (2008). Teacher Training Students and the School Library.
  • Show author(s) (2008). Is mentoring the answer?
  • Show author(s) (2008). Becoming partners- examining possible effects after the first semester of implementing a new university-school partnership model.
  • Show author(s) (2007). What characterise a good practice situation in teacher education?
  • Show author(s) (2007). Novice in Secondary School- the Coin Has Two Sides.
  • Show author(s) (2007). How is a good practice situation in teacher education?
  • Show author(s) (2007). Elevperspektiv på læring.
  • Show author(s) (2004). Science students' critical examination of scientific information related to socioscientific issues.
  • Show author(s) (2003). IKT som mediator for prosessorietert læring – styring eller overstyring?
  • Show author(s) (2003). IKT og prosessorientert læring - Hvordan kan rammer hemme og fremme det faglige fokus?
  • Show author(s) (2001). Veiledningspedagogikk.
  • Show author(s) (2001). Veiledningspedagogikk.
  • Show author(s) (2001). Tilpasset opplæring.
  • Show author(s) (2001). Motivasjon.
  • Show author(s) (2001). Elevsamtalen.
  • Show author(s) (2000). Veiledning.
  • Show author(s) (2000). Læringsmiljø, klassemiljø.
  • Show author(s) (2000). Elevsamtalen.
Academic anthology/Conference proceedings
  • Show author(s) (2020). Skolens betydning. Fagbokforlaget.
  • Show author(s) (2018). Veiledning av nye lærere. Universitetsforlaget.
  • Show author(s) (2016). Å forske på egen praksis. Aksjonsforskning og andre tilnærminger til profesjonell utvikling i utdanningsfeltet. Fagbokforlaget.
  • Show author(s) (2013). Førstereisen. Gyldendal Akademisk.
  • Show author(s) (2010). Veiledning av nye lærere : nasjonale og internasjonale perspektiver. Universitetsforlaget.
Popular scientific article
  • Show author(s) (2021). Aksjonsforskning som verktøy for lærere. Bedre Skole. 56-60.
  • Show author(s) (2018). Hva lærerstudenter lærer i praksis. Bedre Skole. 68-72.
  • Show author(s) (2014). Undervisningens estetiske dimensjon. Om å våge å ta i bruk det uforutsigbare. Bedre Skole.
  • Show author(s) (2014). Den gode lærer har noe på hjertet. Bedre Skole.
  • Show author(s) (2013). Skoleledere om nye læreres behov for veiledning første år i skolen. Bedre Skole. 30-35.
  • Show author(s) (2011). Veiledning av nye lærere. Hvem, hva og hvorfor. Bedre Skole. 52-55.
  • Show author(s) (2011). Veiledning av nye lærere i videregående skole. Bedre Skole. 82-87.
  • Show author(s) (2009). Gi nye lærere en mulighet. Bedre Skole. 67-71.
  • Show author(s) (2007). Skolen slik elever ser den. Bedre Skole. 78-83.
  • Show author(s) (2007). Elevers mening om læring. Bedre Skole. 27-31.
  • Show author(s) (2001). Elevsamtalen - utfordring og mulighet. Bedre Skole. 76-89.
Feature article
  • Show author(s) (2021). Det er ikke kunnskap som er mangelvare i skolen, skolen må bli mer interessant. . Forskersonen.no.
  • Show author(s) (2015). Den kunnskapsinformerte læreren må ha metodefrihet. Utdanning. 50-53.
  • Show author(s) (2010). Superheltenes inntog. Aftenposten (morgenutg. : trykt utg.).
  • Show author(s) (2009). Ikke glem de nye lærerne som ressurs. Utdanning.
  • Show author(s) (2008). Hvorfor vil ikke lærere jobbe i skolen? Utdanning. 62-65.
  • Show author(s) (2007). Nyutdannet i videregående skole. Utdanning. 56-59.
  • Show author(s) (2007). Betydning av praksis i lærerutdanning. Utdanning. 50-53.
Academic chapter/article/Conference paper
  • Show author(s) (2020). Å være lærer. 17 pages.
  • Show author(s) (2020). «Å kutte navlestrengen». En nyutdannet lærers opplevelse av skolen som organisasjon gjennom sine to første år i yrket. 17 pages.
  • Show author(s) (2020). Estetiske erfaringer – hvorfor og hvordan. 22 pages.
  • Show author(s) (2016). Nye lærere som klasseromsforskere. 17 pages.
  • Show author(s) (2016). Aksjonsforskning - en oversikt. 18 pages.
  • Show author(s) (2015). An Emerging Understanding of Mentors’ Knowledge Base. 14 pages.
  • Show author(s) (2014). Student teachers doing action research. 14 pages.
  • Show author(s) (2014). Learning to teach in Norway: A shared responsibility. 17 pages.
  • Show author(s) (2014). Changing context, changing landscapes. A review of teachters education in Norway and England. 20 pages.
  • Show author(s) (2013). Pedagogisk danning. 19 pages.
  • Show author(s) (2010). Ulike verktøy for profesjonell utvikling.
  • Show author(s) (2010). Nye læreres stemme.
  • Show author(s) (2010). Nye lærere – hvorfor trenger de støtte? 12 pages.
Academic literature review
  • Show author(s) (2017). What and how student teachers learn during their practicum . Professional Development in Education. 638-649.
  • Show author(s) (2005). Bør danning være et mål for skolen? Bedre Skole. 62-72.

More information in national current research information system (CRIStin)