Hjem
  • E-postIngrid.Helleve@uib.no
  • Telefon+47 55 58 48 29+47 901 24 350
  • Besøksadresse
    Christiesgt. 13
    5020 Bergen
  • Postadresse
    Postboks 7807
    5020 Bergen

Recent publications

Articles:

Helleve, I. & Ulvik, M. (2019). Tutors seen through the eyes of mentors. Assumptions for participation in third space in teacher education, European Journal of Teacher Education, (42),2,228-242, https://doi.org/10.1080/02619768.2019.1570495

Helleve, I., Ulvik, M. & Smith, K. (2018). «Det handler om å finne sin egen form» Læreres profesjonelle handlingsrom − hvordan det blir forstått og utnyttet. Acta Didactica 12.(1) 1-22

Ulvik, M., Helleve, I. & Smith, K. (2018). What and how student teachers learn during their practicum, Professional Development in Education, 44(5), 638-649. 10.1080/19415257.2017.1388271

Ulvik, M., Helleve, I. & Smith (2017). Ethical aspects of professional dilemmas in the first year of teaching,, Professional Development in Education, 43(2), 236-252.

Helleve, I. & and Almås, A. G. (2017). Teachers’ experiences with networked classrooms inNorway, Education Research International, https://doi.org/10.1155/2017/8560171               

Helleve, I. (2017). Formally educated mentors in Norway. Possibilities and challenges in mentors’ support of colleagues’ professional development, Nordvei, 2(1), 30-44.

Solbue, V., Helleve, I., & Smith, K. (2017). In this class we are so different that I can be myself. Education Inquiry http://dx.doi.org/10.1080/20004508.2017.1290894

Oolbekkink-Marchand, H.W., Hadar, L., Smith, K., Helleve, I., Ulvik, M. (2017). Teachers’ perceived professional space and their agency, Teaching and Teacher Education, 62, 37-46.

Ulvik, M., Smith, K. & Helleve, I. (2017). Ethical aspects of dilemmas in the first year of teaching, Professional Development in Teaching, 43(2), 236-252.

Helleve, I. (2014). Teaching about teaching is to reveal how to live with uncertainty. Reflective Practice, 15(5), 603-617.

 

Books:

Børhaug, F.B. & Helleve, I. (2016). Interkulturell pedagogikk som motkraft  i en monokulturell praksis. Bergen. Fagbokforlaget.

Helleve, I., Almås, A.G. & Bjørkelo, B. (2016). Den digitale lærergenerasjonen - Utfordringer og muligheter. Oslo. Gyldendal Akademisk.

Smith, K., Ulvik, M. & Helleve, I. (2013). Førstereisen. Oslo. Gyldendal.

 

 

Book chapters:

Helleve, I. Børhaug, F.B. (2016). Innledning. I: Børhaug, F.B. & i. Helleve (red.). Interkulturell pedagogikk som motkraft  i en monokulturell praksis. Bergen. Fagbokforlaget. (5-7).
 

Helleve, I. (2016). Undervisningens utfordringer og muligeter.Kap. 1. I: Børhaug, F.B. & i. Helleve (red.). Interkulturell pedagogikk som motkraft  i en monokulturell praksis. Bergen. Fagbokforlaget. (15-26).
 

Solbue, V. & Helleve, I. (2016). Kompetanse versus forpliktelser i interkulturell dialog. I: Børhaug, F.B. & i. Helleve (red.). Interkulturell pedagogikk som motkraft  i en monokulturell praksis. Bergen. Fagbokforlaget. (31-42).
 

Helleve, I. (2016). Den komplekse lærerrollen. I: I. Helleve, A. G. Almås & B. Bjørkelo (Red.), Den digitale lærergenerasjonen. Gyldendal Akademisk. (27-42).
 

Helleve, I. (2016). Klasserommet som fellesarena. I: I. Helleve, A. G. Almås & B. Bjørkelo (Red.), Den digitale lærergenerasjonen: Gyldendal Akademisk. (46-63).

Helleve, I. (2016). Vi setter sammen ideene og så lager vi en ny ide. I: I. Helleve, A. G. Almås & B. Bjørkelo (Red.), Den digitale lærergenerasjonen: Gyldendal Akademisk.

Helleve, I. (Almås, A.G. & Bjørkelo, B. (2016). Innledningskapittel. I: I. Helleve, A. G. Almås & B. Bjørkelo (Red.), Den digitale lærergenerasjonen: Gyldendal Akademisk.

Kronikk

Helleve, I. (2019). Kva vil ungdommen ha? Klassekampen, 23.10.2019

Conference presentations:

Sandal, A.K. & Helleve, I. (2018). Perceptions of feedback among students and teachers in mathematics. Presented at the ECER-conference. Bolsano 4th of September

Ulvik,M.& Helleve, I. (2018). Case based teaching – a collective self-study. Presented at the ECER-conference. Bolsano 4th of September

Helleve, I., Oterlei, J. H., & Rønsen, A.K.(2018). Professional Development trough an intervention. Presented at the ECER-conference. Bolsano 4th of September

Børhaug, F. & Helleve, I. (2018). Breaches and bridges? A case study of bilingual teachers´ experiences of inclusion in Norwegian local schools. Presented at the NERA-conference, Oslo, 9th of March, 2018

Eide, L., Helleve, I., Ulvik, M. & Roness, D. (2018). Case-Based Teacher Education. Presented at the NERA-conference, Oslo, 8th of March, 2018.

Almås, A., Helleve, I. & Bjørkelo, B. (2018). Becoming a teacher in the digital area. Presented at the NERA-conference, Oslo, 8th of March, 2018.

Ulvik, M., Helleve, I.  Smith, K., Brøske, B. Å., Sætre, J.H. Hole, T. Velle, G. Bærheim, A. &Grimeland, T. (2017). Together for better learning. Transforming patterns of teaching and learning through work-placement for students. A case-study from four different study-programs. Presented at the EuroSoTL  conference in Lund, 8th of June, 2017.

 

Bjørkelo, B., Almås, A. & Helleve, I. (2017). From private to professional; A longitudinal studyof SNS use. Paper presented at the NERA (Nordic conference on educational research) in Copenhagen, 23rd of March, 2017.

Helleve, I. & Almås, A. (2016). Teachers’ experiences with networked classrooms in Norway. Paper presented ECER (European conference on educational research), Dublin 24th  of August, 2016.

Ulvik, M. & Helleve, I. (2016). Mentors’ role in preparing student teachers for high       qualityprofessional practice Paper presented ECER (European conference on educational research), Dublin 24th  of August, 2016.

Vitenskapelig artikkel
  • 2020. Teacher educators reflecting on case-based teaching-a collecive self-study . Professional Development in Education.
  • 2020. Teacher educators reflecting on case-based teaching - a collective self-study. Professional Development in Education.
  • 2019. Tutors seen through the eyes of mentors assumptions for participation in third space in teacher education . European Journal of Teacher Education. 228-242.
  • 2019. Expectations to mentoring as support for professional development. Nordisk tidsskrift for utdanning og praksis. 56-75.
  • 2019. Becoming a professional digital competent teacher. Professional Development in Education. 13 sider.
  • 2018. «Det handler om å finne sin egen form» Læreres profesjonelle handlingsrom − hvordan det blir forstått og utnyttet. Acta Didactica Norge. 1-22.
  • 2017. “In this class we are so different that I can be myself!” Intercultural dialogue in a first grade upper secondary school in Norway. Education Inquiry. 137-150.
  • 2017. What and how student teachers learn during their practicum as a foundation for further professional development. Professional Development in Education. 638-649.
  • 2017. Teachers’ experiences with networked classrooms in Norway. Education Research International. 9 sider.
  • 2017. Teachers' perceived professional space and their agency. Teaching and Teacher Education : An International Journal of Research and Studies. 37-46.
  • 2017. Formally educated mentors in Norway. Possibilities and challenges in mentors' support of colleagues' professional development. NORDVEI- Nordisk tidsskrift i veiledningspedagogikk. 30-44.
  • 2016. Ethical aspects of professional dilemmas in the first year of teaching. Professional Development in Education. 236-252.
  • 2014. Teaching about teaching is to reveal how to live with uncertainty. Reflective Practice. 603-617.
  • 2013. The network classroom - socially unconnected. Education Inquiry. 395-412.
  • 2013. Social networking sites in education - governmental recommendations and actual use. Nordic Journal of Digital Literacy. 191-207.
  • 2012. Utdannet til veileder-utdannet til hva? UNIPED (Tromsø). 1-12.
  • 2011. Is individual mentoring the only answer? Education Inquiry. 123-135.
  • 2009. Novice in secondary school - the coin has two sides. Teaching and Teacher Education : An International Journal of Research and Studies. 835-842.
  • 2007. In an ICT-based teacher-education context: why was our group "the magic group"? European Journal of Teacher Education. 267-284.
  • 2003. Samspel med data? Nordisk pedagogisk tidsskrift.
Rapport
  • 2010. Kartlegging av vurdering som tema innenfor lærerutdanningen i UH-nett Vest. Samarbeidsrapport mellom universitet og høyskolene innenfor UH-nett Vest. .
Faglig foredrag
  • 2019. Den digitale lærergenerasjonen - muligheter og utfordringer.
  • 2018. Professional Development through an intervention .
  • 2016. «Etiske dilemma i teknologistøtta undervisning i skule og lærarutdanning».
  • 2016. Rolleforståelse i lærerutdanningen.
  • 2016. Den digitale lærergenerasjonen.
  • 2014. Etikk, sosiale medier og lærerutdanning.
  • 2014. Etikk, lærarutdanning og sosiale medier.
Populærvitenskapelig foredrag
  • 2018. Hvordan skape lærelyst?
  • 2012. Sosiale medier i klasserommet.
  • 2012. Elevene sitt syn på digitale medier i klasserommet.
  • 2008. Tilrettelegging for elevenes læringsmiljø.
Vitenskapelig foredrag
  • 2019. «Why I want to become a teacher». Student teachers’ change of motivation during teacher education.
  • 2019. What is the ideal school according to school leaders?
  • 2019. The entrance into teaching for new teachers with a variety of backgrounds.
  • 2019. Teacher educators’ experiences and reflections concerning digital learning activities .
  • 2019. Mediating the ideal school - school leaders’ perspectives on ideal schooling and learning .
  • 2018. Perceptions of feedback among students and teachers in mathematics A qualitative study. Paper presentation .
  • 2018. Perceptions of feedback among students and teachers in mathematics.
  • 2018. Case-Based Teacher Education.
  • 2018. Case based teaching – a collective self-study.
  • 2018. Becoming a teacher in the digital area.
  • 2017. Together for better Learning. Transforming patterns of teaching and Learning through work placement for students. Results from four case studies.
  • 2017. From private to professional: A longitudinal study of SNS use.
  • 2016. Teachers in the digitized classrooms.
  • 2016. Profesjonell utvikling.
  • 2016. Mentors’ role in preparing student teachers for high quality professional practice.
  • 2016. Exploring Teachers’ Usage of Professional Space.
  • 2015. What kind of intercultural competences do the students bring in to the intercultural class?
  • 2015. Newly qualified teachers’ transition from being taught to teaching others in an English and Norwegian context.
  • 2015. Motivation for teaching.
  • 2014. Why mentor?
  • 2014. Teacher attrition Norway.
  • 2014. My class is like my family.
  • 2013. The role of teacher education in ethics in relation to negative experiences on social media.
  • 2013. Sources of Resilience in Newly Qualified Teachers.
  • 2013. Mentors' professional development.
  • 2013. "This class is so diverse that I can be myself!" The oppertunity of diversity in upper secondary school.
  • 2012. Pupils’ understanding of the network classroom.
  • 2012. European Conference on Educational Research.
  • 2012. Ethics, social media and teacher education.
  • 2012. Ethics, Social media and Teacher Education.
  • 2011. Mentors as support for experienced teachers professional development.
  • 2011. Klasseledelse og læringsmiljø.
  • 2011. Klasseledelse og kollegaveiledning.
  • 2011. Etikk, sosiale medier og lærerutdanning.
  • 2011. Ethics, social media and teacher education.
  • 2010. Mentors’ professional development.
  • 2009. Different perspectives on initial teaching.
  • 2008. Is mentoring the answer?
  • 2007. What do student teachers look upon as the most important support for their reflection process?
  • 2007. Student Teachers as Learners and Teachers.
  • 2007. Self assessment and community of practice for teacher educators.
  • 2007. Novice in Secondary School- the Coin Has Two Sides.
  • 2006. "Why was our group the Magic Group in an ICT based context"?
  • 2006. "Whay was our Group the Magic Group in an ICT based context"?
  • 2006. "How can ICT and LMS support full time students in their collaborative learning processes?".
  • 2006. "How can ICT and LMS support full time student teachers in their collaborative work"?
  • 2006. "Classroom-from pupils' point of view".
  • 2006. "Classroom- from the Pupils'point of view".
  • 2003. IKT og prosessorientert læring - Hvordan kan rammer hemme og fremme det faglige fokus?
Annet produkt
  • 2017. Endelig forslag til Nasjonale retningslinjer for PPU (praktisk pedagogisk utdanning).
  • 2016. Forslag til Nasjonale retningslinjer for praktisk-pedagogisk utdanning for allmennfag, PPU-A.
Vitenskapelig antologi/Konferanseserie
  • 2020. Skolens betydning. Fagbokforlaget.
  • 2017. Den digitale lærergenerasjonen: Utfordringer og muligheter. Gyldendal Akademisk.
  • 2016. Interkulturell pedagogikk som motkraft i en monokulturell praksis. Fagbokforlaget.
  • 2016. Den digitale lærergenerasjonen: Utfordringer og muligheter. Gyldendal Akademisk.
  • 2013. Førstereisen. Gyldendal Akademisk.
Vitenskapelig monografi
  • 2019. Lessons Learned from Novice Teachers An international perspective.
Hovedfagsoppgave
  • 2001. Samspel med data? : ein studie av interaksjonen i tekstskapingsprosessar der datamaskina inngår som arbeidsreiskap.
Populærvitenskapelig artikkel
  • 2018. Hva lærerstudenter lærer i praksis. Bedre Skole. 68-72.
  • 2012. Sosiale medium og Facebook. Bedre Skole. 76-80.
  • 2010. IKT må brukes for å kunne læres. Bedre Skole. 20-24.
  • 2007. Læringsmiljø og lærarrolle slik elevane ser det. Bedre Skole. 32-30.
  • 2004. Svaret er IKT-hva er spørsmålet? Bedre Skole. 96-102.
  • 2002. Datamaskina som samspelsarena. Bedre Skole.
Kronikk
  • 2019. Kva vil ungdommen ha? Klassekampen. 23-23.
  • 2012. Skulen sine dilemma i den digitale kvardagen. Utdanning. 52-55.
  • 2009. Induksjon til lærende fellesskap. Utdanning.
  • 2008. Den digitale læringsrevolusjonen må starte innanfrå. Utdanning. 52-55.
  • 2007. Nyutdannet i videregående skole. Utdanning. 56-59.
  • 2006. "Vegen til ein betre skule går gjennom læraren". Utdanning.
  • 2004. Resultstlønn og tilsetting på åremål i søkelyset. Utdanning. 66-70.
Doktorgradsavhandling
  • 2009. Productive interactions in ICT supported communities of learners.
Intervju
  • 2013. Forskar på rolleblanding i sosiale medium.
Vitenskapelig Kapittel/Artikkel/Konferanseartikkel
  • 2016. Vi setter sammen ideene og så lager vi en ny ide. 10 sider.
  • 2016. Undervisningens utfordringer og muligheter. 14 sider.
  • 2016. Kompetanse versus forpliktelser i interkulturell dialog med utgangspunkt i en 1. klasse på videregående skole. 12 sider.
  • 2016. Klasserommet som møteplass. 19 sider.
  • 2016. Den komplekse lærerrolla. 22 sider.
  • 2015. Does Mentor-Education Make a Difference? 20 sider.
  • 2012. NORVEÇ'TE MENTORLUK: MENTORLUK GERÇEKTE NE İFADE EDİYOR? 13 sider.
  • 2012. Differences and Similarities in Approach Between Classroom and Distance Learning.
  • 2010. Veilederutdanning. 15 sider.
  • 2010. Utfordringar for nyutdanna lærarar i vidaregåande skule. 18 sider.
  • 2010. Theoretical foundations of teachers professional development. 20 sider.
  • 2009. If Information and Communication Technology is the answer - What should the question be? 20 sider.
Poster
  • 2013. The role of teacher education in ethics in relation to negative experiences on social media.
Vitenskapelig oversiktsartikkel/review
  • 2017. What and how student teachers learn during their practicum . 638-649.
Innledning
  • 2016. Innledning. 16-23.

Se fullstendig oversikt over publikasjoner i CRIStin.

 

Articles:

Ulvik, M.; Eide, H. K., Eide, L., Helleve, I., Jensen, V.S. Ludvigsen, K., Roness, D. & Torjussen, L.P.(2020). Teacher educators reflecting on case-based teaching – a collective self-study. Professional Development in Education, Manuscript DOI: 10.1080/19415257.2020.1712615

Helleve, I., Ulvik, M. & Roness, D. (2019). Expectations to mentoring as support for professional development, Nordisk Tidsskrift for utdanning og praksis, 13(2), 56-65.

Helleve, I., Almås, A.G. & Bjørkelo, B. (2019). Becoming a professional digital competent teacher,Professional Development in Education,(42), 2, 228-242. DOI10.1080/19415257.2019.1585381

Helleve, I. & Ulvik, M. (2019). Tutors seen through the eyes of mentors assumptions for participation in third space in teacher education, European Journal of Teacher Education, https://doi.org/10.1080/02619768.2019.1570495

Helleve, I., Ulvik, M. & Smith, K. (2018). «Det handler om å finne sin egen form» Læreres profesjonelle handlingsrom − hvordan det blir forstått og utnyttet. Acta Didactica 12.(1) 1-22.

Ulvik, M., Helleve, I. & Smith, K. (2018). What and how student teachers learn during their practicum, Professional Development in Education, 44(5), 638-649. 10.1080/19415257.2017.1388271

Ulvik, M., Helleve, I. & Smith (2017). Ethical aspects of professional dilemmas in the first year of teaching,, Professional Development in Education, 43(2), 236-252.

Helleve, I. & and Almås, A. G. (2017). Teachers’ experiences with networked classrooms inNorway, Education Research International, https://doi.org/10.1155/2017/8560171               

Helleve, I. (2017). Formally educated mentors in Norway. Possibilities and challenges in mentors’ support of colleagues’ professional development, Nordvei, 2(1), 30-44.

Solbue, V., Helleve, I., & Smith, K. (2017). In this class we are so different that I can be myself. Education Inquiry http://dx.doi.org/10.1080/20004508.2017.1290894

Oolbekkink-Marchand, H.W., Hadar, L., Smith, K., Helleve, I., Ulvik, M. (2017). Teachers’ perceived professional space and their agency, Teaching and Teacher Education, 62, 37-46.

Ulvik, M., Smith, K. & Helleve, I. (2017). Ethical aspects of dilemmas in the first year of teaching, Professional Development in Teaching, 43(2), 236-252.

Helleve, I. (2014). Teaching about teaching is to reveal how to live with uncertainty. Reflective Practice, 15(5), 603-617.

 

Books:

Ulvik, M., Helleve, I. & Roness, D. (2020). Skolens betydning. Bergen. Fagbokforlaget.

Smith, K., Ulvik, M. & Helleve, I. (2019). Lessons Learned from Novice Teachers- an international perspective. Brill. Sense.

Børhaug, F.B. & Helleve, I. (2016). Interkulturell pedagogikk som motkraft  i en monokulturell praksis. Bergen. Fagbokforlaget.

Helleve, I., Almås, A.G. & Bjørkelo, B. (2016). Den digitale lærergenerasjonen - Utfordringer og muligheter. Oslo. Gyldendal Akademisk.

Smith, K., Ulvik, M. & Helleve, I. (2013). Førstereisen. Oslo. Gyldendal.

Book chapters:

Helleve, I. (2020). Tråder spunnet av relasjoner. I: M. Ulvik, I: Helleve & D. Roness (Red.). Skolens betydning. (p. 89-103). Bergen. Fagbokforlaget.

Helleve, I. & Eide, H.K. (2020). Veier til ledernes drømmeskole I: M. Ulvik, I: Helleve & D. Roness (Red.). Skolens betydning. (p. 197-204). Bergen. Fagbokforlaget.

Eide, H. K. & Helleve, I. (2020). Å være elev i dagens skole. I: M. Ulvik, I: Helleve & D. Roness (Red.). Skolens betydning. (p.145-162). Bergen. Fagbokforlaget.

Helleve, I. & Langørgen, K. (2018). Veilederutdanning. I K. Smith & M. Ulvik (Red.). Veiledning avnye lærere. Bergen. Fagbokforlaget.

Helleve, I. Børhaug, F.B. (2016). Innledning. I: Børhaug, F.B. & i. Helleve (red.). Interkulturell pedagogikk som motkraft  i en monokulturell praksis. Bergen. Fagbokforlaget. (5-7).

Helleve, I. (2016). Undervisningens utfordringer og muligeter.Kap. 1. I: Børhaug, F.B. & i. Helleve (red.). Interkulturell pedagogikk som motkraft  i en monokulturell praksis. Bergen. Fagbokforlaget. (15-26).

Solbue, V. & Helleve, I. (2016). Kompetanse versus forpliktelser i interkulturell dialog. I: Børhaug, F.B. & i. Helleve (red.). Interkulturell pedagogikk som motkraft  i en monokulturell praksis. Bergen. Fagbokforlaget. (31-42).

Helleve, I. (2016). Den komplekse lærerrollen. I: I. Helleve, A. G. Almås & B. Bjørkelo (Red.), Den digitale lærergenerasjonen. Gyldendal Akademisk. (27-42).

Helleve, I. (2016). Klasserommet som fellesarena. I: I. Helleve, A. G. Almås & B. Bjørkelo (Red.), Den digitale lærergenerasjonen: Gyldendal Akademisk. (46-63).

Helleve, I. (2016). Vi setter sammen ideene og så lager vi en ny ide. I: I. Helleve, A. G. Almås & B. Bjørkelo (Red.), Den digitale lærergenerasjonen: Gyldendal Akademisk.

Helleve, I. (Almås, A.G. & Bjørkelo, B. (2016). Innledningskapittel. I: I. Helleve, A. G. Almås & B. Bjørkelo (Red.), Den digitale lærergenerasjonen: Gyldendal Akademisk.

Leder for arbeidet med nasjonale retningslinjer for PPU.

Participation in current research projects:

 

Forskningsrådet, (FINNUT) 2015-2018-:

Prosjektittel: “Responsive Teaching and Student learning: The impact of teachers’ feedback practice on students’ learning outcome in Mathematics”

Prosjektleder: Professor Knut Steinar Engelsen, HVL.

Forskningsleder: Professor Kari Smith,  1. amanuensis Frode Olav Haara ( 1. amanuensis Siv Måseidvåg Gamlem, professor Ingrid Helleve, 1. amanuensis  Anne Kristin Rønsen og 1. amanuensis  Ann Karin Sandal.

Prosjekteier: HVL.