Professor i pedagogikk
Telefon: 51833605
E-post: nina.helgevold@uis.no
Rom: HG R-414
Organisasjonsenhet
Fakultet for utdanningsvitenskap og humaniora
Institutt for grunnskolelærerutdanning, idrett og spesialpedagogikk
Huang, Rongjn; Helgevold, Nina; Lang, Jean; Heng, Jiang
(2024)
Teacher professional learning through hybrid lesson study. I: Teacher professional learning through lesson study in virtual and hybrid environments : Opportunities, challenges, and future directions.Routledge.
ISBN 9781003286172.
s.1-16.
Lang, Jean; Helgevold, Nina
(2024)
Learning opportunities and problematic issues provided by online lesson study during a pandemic : Insights from WALS 2020 and Wals 2021. I: Teacher professional learning through lesson study in virtual and hybrid environments : Opportunities, challenges, and future directions.Routledge.
ISBN 9781003286172.
s.223-240.
Huang, Rongjn; Helgevold, Nina; Lang, Jean; Heng, Jiang
(2024)
Conclusion. I: Teacher professional learning through lesson study in virtual and hybrid environments : Opportunities, challenges, and future directions.Routledge.
ISBN 9781003286172.
s.259-267.
Johler, Minttu Minna Sirena; Krumsvik, Rune Johan; Bugge, Hans Erik; Helgevold, Nina
(2022)
Teachers’ perceptions of their role and classroom management practices in a technology rich primary school classroom.Frontiers in Education.
ISSN 2504-284X.
Volum 7.
s.1-13.
Fauskanger, Janne; Helgevold, Nina; Kazima, Mercy; Jakobsen, Arne
(2022)
Challenging Malawian primary teachers' views on mathematics teaching and learning through lesson study.International Journal for Lesson and Learning Studies.
ISSN 2046-8253.
Volum 11.
Hefte 1.
s.26-39.
Fauskanger, Janne; Kazima, Mercy; Helgevold, Nina; Jakobsen, Arne
(2022)
The planning research lessons as a tool for changing views on mathematics teaching. I: 30th Annual conference of the Southern African association for research in mathematics science and technology education : Research papers in mathematics education : Symposia short paper and snapshots.
The Southern African Association for Research in Mathematics, Science and Technology.
ISBN 9780639835259.
s.67-70.
Huang, Rongjin; Helgevold, Nina; Lang, Jean
(2021)
Digital technologies, online learning and lesson study.International Journal for Lesson and Learning Studies.
ISSN 2046-8253.
Volum 10.
Hefte 2.
s.105-117.
Næsheim-Bjørkvik, Gro; Helgevold, Nina; Larssen, Deborah Lynn Sorton
(2020)
Scaffolding student teachers professional noticing when using lesson study. I: Stepping up lesson study. An Educator`s Guide to Deeper Learning.Routledge.
ISBN 9780367433390.
s.76-85.
Mosvold, Reidar; Fauskanger, Janne; Bjuland, Raymond; Helgevold, Nina; Jakobsen, Arne; Kazima, Mercy
(2020)
Malawian primary mathematics teachers views on teaching and learning. I: 28th Conference of the Southern African association for research in mathematics science and technology education : SAARMSTE 14-16 January 2020 : Fostering delight in mathematics science and technology education.
The Southern African Association for Research in Mathematics, Science and Technology.
ISBN 9780639835211.
s.120-123.
Helgevold, Nina
(2019)
Fellesskapets betydning i undervisningen, med vekt på danningsoppdraget. I: Profesjonsrettet pedagogikk : innspill til læreres arbeid med inkludering.
Gyldendal Norsk Forlag A/S.
ISBN 9788205522596.
s.86-101.
Karlsen, Anne Mette Færøyvik; Helgevold, Nina
(2019)
Lesson study: analytic stance and depth of noticing in post-lesson discussions.International Journal for Lesson and Learning Studies.
ISSN 2046-8253.
Volum 8.
Hefte 4.
s.290-304.
Næsheim-Bjørkvik, Gro; Helgevold, Nina; Østrem, Sissel
(2019)
Lesson Study as a professional tool to strengthen collaborative enquiry in mentoring sessions in Initial Teacher Education.European Journal of Teacher Education.
ISSN 0261-9768.
Helgevold, Nina; Wilkins, Chris
(2019)
International changes and approaches in initial teacher education. I: Lesson study in initial teacher education : Principles and practices.Emerald Group Publishing Limited.
ISBN 9781787567986.
s.1-15.
Norton, Julie; Helgevold, Nina; Bjuland, Raymond
(2019)
The role of collaborative planning : How to use joint planning as a learning process in lesson study. I: Lesson study in initial teacher education : Principles and practices.Emerald Group Publishing Limited.
ISBN 9781787567986.
s.61-73.
Wood, Phil; Cajkler, Wasyl; Larssen, Deborah Lynn Sorton; Helgevold, Nina
(2019)
The future of lesson study in initial teacher education. I: Lesson study in initial teacher education : Principles and practices.Emerald Group Publishing Limited.
ISBN 9781787567986.
s.203-213.
Fauskanger, Janne; Hanssen, Brit; Helgevold, Nina
(2019)
Fra ensomme svaler til fugler i flokk - skolebaserte praksisplaner som redskap i utvikling av felles forståelse i praksisskolen..Nordisk tidsskrift for utdanning og praksis.
ISSN 2535-7697.
Volum 13.
Hefte 1.
s.133-146.
DOI: 10.23865/UP.V13.1940
Helgevold, Nina; Murata, Aki
(2019)
Understanding student diversity through intersubjectivity : introducing lesson study in teacher education in Norway and the United States. I: Transformative pedagogies for teacher education : critical action, agency and dialogue in teaching and learning contexts.
Information Age Publishing.
ISBN 9781641137003.
s.1-18.
Larssen, Deborah Lynn Sorton; Cajkler, Wasyl; Mosvold, Reidar; Bjuland, Raymond; Helgevold, Nina; Fauskanger, Janne; Wood, Phil; Baldry, Fay; Jakobsen, Arne; Bugge, Hans Erik; Næsheim-Bjørkvik, Gro; Norton, Julie E.
(2018)
A literature review of lesson study in initial teacher education: perspectives about learning and observation.International Journal for Lesson and Learning Studies.
ISSN 2046-8253.
Volum 7.
Hefte 1.
s.8-22.
Bjuland, Raymond; Helgevold, Nina
(2018)
Dialogic processes that enable student teachers' learning about pupil learning in mentoring conversations in a Lesson Study field practice.Teaching and Teacher Education : An International Journal of Research and Studies.
ISSN 0742-051X.
Volum 70.
s.246-254.
Helgevold, Nina
(2016)
Teaching as creating space for participation – establishing a learning community in diverse classrooms.Teachers and Teaching: theory and practice.
ISSN 1354-0602.
Volum 22.
Hefte 3.
s.315-328.
Munthe, Elaine; Bjuland, Raymond; Helgevold, Nina
(2016)
Lesson study in field practice: a time-lagged experiment in initial teacher education in Norway.International Journal for Lesson and Learning Studies.
ISSN 2046-8253.
Volum 5.
Hefte 2.
s.142-154.
Munthe, Elaine; Bjuland, Raymond; Helgevold, Nina
(2016)
Hva er forskningsgrunnlaget for Lesson Study som metode til styrking av profesjonskunnskap i skolen?. I: Lesson study i en nordisk kontekst.
Gyldendal Akademisk.
ISBN 9788205490888.
s.33-50.
Helgevold, Nina; Munthe, Elaine
(2016)
Veiledning på elevens vilkår. I: Veiledningspraksiser i bevegelse. Skole, utdanning og kulturliv.
Fagbokforlaget.
ISBN 9788245017816.
s.81-100.
Helgevold, Nina; Næsheim-Bjørkvik, Gro; Østrem, Sissel
(2016)
Lesson Study som redskap i forskningsbasert lærerutdanning. I: Lesson study i en nordisk kontekst.
Gyldendal Akademisk.
ISBN 9788205490888.
s.162-177.
Helgevold, Nina; Johannessen, Øystein Lund
(2016)
Lesson Study som arbeidsform i læreres utforsking av mangfoldsorientert undervisning. I: Mangfold i skolen: fra politisk vilje til flerkulturell virkelighet?.
Fagbokforlaget.
ISBN 978-82-450-1969-8.
s.105-125.
Helgevold, Nina; Moen, Vegard
(2015)
The use of flipped classrooms to stimulate students' participation in an academic course in initial teacher education.
Nordic Journal of Digital Literacy.
ISSN 1891-943X.
Volum 2015.
Hefte 1.
s.29-42.
Helgevold, Nina; Næsheim-Bjørkvik, Gro; Østrem, Sissel
(2015)
Key focus areas and use of tools in mentoring conversations during internship in initial teacher education.Teaching and Teacher Education : An International Journal of Research and Studies.
ISSN 0742-051X.
Volum 49.
s.128-137.
Bjuland, Raymond; Helgevold, Nina; Munthe, Elaine
(2015)
Lesson Study og lærerstudenters fokus på elevers læring i veiledningssamtaler.Acta Didactica Norge.
ISSN 1504-9922.
Volum 9.
Hefte 1.
s.1-17.
DOI: 10.5617/adno.1299
Helgevold, Nina; Næsheim-Bjørkvik, Gro; Østrem, Sissel
(2014)
Veiledningssamtaler i lærerstudenterspraksis perioder - innhold og prosesser. I: FoU i praksis 2013. Artikkelsamling fra konferanse om praksisrettet FoU i lærerutdanning.
Akademika forlag.
ISBN 978-82-321-04215.
s.133-141.
Hanssen, Brit; Helgevold, Nina
(2011)
”From Learning to Become a Teacher to Learning to be a Teacher” - Bordercrossing Understood as a Continuum.Implications for Learning at the Work Site?. I: Between Global and Local: Adult Learning and Development.
ISBN 978-975-518-326-8.
Hanssen, Brit; Helgevold, Nina
(2010)
" Å trå over dørstokken". Fra å lære å bli lærer til å lære å være lærer. I: Ny som lærer : sjansespill og samspill.
Tapir Akademisk Forlag.
ISBN 978-82-519-2514-3.
s.217-233.
Helgevold, Nina
(2003)
Ja til undervisning som samspill mellom lærer og elev omkring elevens læring.
?.
Volum 05.06.2003.
Hefte 87. årgang.
s.364-369.
Hanssen, Brit; Helgevold, Nina
(2002)
Veiledning som stillas og stillasbygging. I: Veiledernettverket: Årbok 2001.
Universitetet i Agder.
s.15-17.
Huang, Rongjn; Helgevold, Nina; Lang, Jean; Jiang, Heng
(2024)
Teacher professional learning through lesson study in virtual and hybrid environments : Opportunities, challenges, and future directions.
Routledge.
ISBN 9781003286172.
Huang, Rongjn; Helgevold, Nina; Lang, Jean; Heng, Jiang
(2024)
Teacher Professional Learning through Lesson Study in Virtual and Hybrid Environments.
Routledge.
ISBN 978-1-032-26030-3.
Johler, Minttu Minna Sirena; Krumsvik, Rune Johan; Bugge, Hans Erik
(2023)
“Take the plunge and give it a try” Primary school teachers’ perceptions of their role and pedagogical practices in technology-rich classrooms .
ISBN 978-82-8439-197-7.
Karlsen, Anne Mette Færøyvik
(2022)
Læreres samtaler som mulighetsrom for læring. En kvalitativ studie av lærersamtaler i Lesson Study.
Universitetet i Stavanger.
Hefte 645.
Wood, Phil; Larssen, Deborah Lynn Sorton; Helgevold, Nina; Cajkler, Wasyl
(2019)
Lesson study in initial teacher education : Principles and practices.
Emerald Group Publishing Limited.
ISBN 9781787567986.
Helgevold, Nina; Folkvord, Kåre Andreas
(2016)
Profesjonsutvikling i samspillet Utdanningsforbundet og Jærskulen. I: Innovasjoner i Jærskulen - lærerprofesjon i reformtid..
Universitetet i Stavanger.
ISBN 978-82-7644-681-4.
s.27-34.
Munthe, Elaine; Helgevold, Nina; Bjuland, Raymond
(2015)
Lesson Study I Utdanning Og Praksis.
Cappelen Damm Akademisk.
ISBN 978-82-02-47063-0.
Helgevold, Nina
(2011)
Å lære å kommunisere i det moderne klasserommet.
Universitetet i Stavanger.
ISBN 978-82-7644-450-6.
Hanssen, Brit; Helgevold, Nina
(2003)
Tilpasset opplæring. Undervisning og læring som samspill mellom lærer og elev.
Fauskanger, Janne; Helgevold, Nina
(2023)
Lesson Study as cross-cultural boundary crossing - teacher educators’ learning.
World Association of Lesson Studies (WALS) 2023 Conference;
2023-11-27 - 2023-11-29.
Karlsen, Anne Mette Færøyvik; Helgevold, Nina
(2023)
Exploring pupil voice in Lesson Study.
WALS 2023;
2023-11-27 - 2023-11-29.
Helgevold, Nina; Tveitnes, Marianne Sandvik; Moen, Vegard
(2023)
Bridging the gap - Working with problem-based cases to develop student teachers’ professional identity.
ECER 2023 ;
2023-08-22 - 2023-08-25.
Helgevold, Nina; Bjuland, Raymond
(2023)
Lesson Study som arbeidsmåte i det komplekse undervisningsarbeidet.
Seminar for Tysvær og Vindafjord opplæringssenter;
2023-09-13.
Fauskanger, Janne; Kazima, Mercy; Helgevold, Nina; Jakobsen, Arne
(2022)
THE PLANNING RESEARCH LESSONS AS A TOOL FOR CHANGING VIEWS ON MATHEMATICS TEACHING.
30th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education;
2022-01-18 - 2022-01-20.
Helgevold, Nina; Fauskanger, Janne; Jakobsen, Arne; Kazima, Mercy
(2022)
“Less is More” – Facilitating Teachers’ Professional Development Using Lesson Study.
World Association of Lesson Studies International Conference 2022;
2022-09-20 - 2022-09-22.
Helgevold, Nina; Næsheim-Bjørkvik, Gro; Kvalø, Silje Eikanger
(2022)
How do the facilitators contribute to teachers' exploratory talk related to embodied learning in the Kyouzai Kenkyuu phase? .
WALS Conference;
2022-09-20 - 2022-09-22.
Helgevold, Nina; Kvalø, Silje Eikanger; Næsheim-Bjørkvik, Gro
(2022)
How do the facilitators contribute to teachers' exploratory talk related to embodied learning in the Kyouzai Kenkyuu phase?.
WALS Conference, 2022;
2022-09-20 - 2022-09-22.
Fauskanger, Janne; Helgevold, Nina; Kazima, Mercy
(2021)
Planning research lessons as a tool for changing views on mathematics teaching.
World Association of Lesson Studies (WALS) International Conference ;
2021-11-29 - 2021-12-01.
Bjuland, Raymond; Helgevold, Nina
(2021)
Dybdelæring og dialogisk undervisning.
Friskolekonferanse;
2021-11-03.
Fauskanger, Janne; Helgevold, Nina; Jakobsen, Arne; Mosvold, Reidar; Bjuland, Raymond; Kazima, Mercy
(2020)
Malawian primary mathematics teachers’ views on teaching and learning.
the 28th annual conference of the Southern African Association for Research in Mathematics, Science and Technology Education;
2020-01-14 - 2020-01-17.
Fauskanger, Janne; Helgevold, Nina; Bjuland, Raymond; Mosvold, Reidar; Kazima, Mercy; Jakobsen, Arne
(2020)
Changing Malawian primary teachers’ views on teaching and learning through Lesson Study..
World Association of Lesson Study (WALS) Online International Conference. https://www.walsnet.org/2020/ ;
2020-12-02 - 2020-12-04.
Næsheim-Bjørkvik, Gro; Helgevold, Nina
(2019)
Collaboration between university teachers and mentor teachers to scaffold PE students learning through Lesson Study.
World Assosiation of Lesson Studies (WALS) 2019;
2019-09-03 - 2019-09-06.
Karlsen, Anne Mette Færøyvik; Helgevold, Nina
(2019)
Lesson Study:analytic stance and depth of noticing in post-lesson discussions .
WALS conference 2019;
2019-09-03 - 2019-09-06.
Næsheim-Bjørkvik, Gro; Helgevold, Nina
(2018)
Scaffolding LS as professional development for PE student teachers.
WALS (World Assosiation of Lesson Study) 2018;
2018-11-23 - 2018-11-26.
Næsheim-Bjørkvik, Gro; Helgevold, Nina; Larssen, Deborah Lynn Sorton
(2018)
Symposium: LS to improve student-teachers’ development as professional teachers in a European context. Our Research: Lesson study placement partnerships in teacher education – PAWLS (Practice abroad with LS).
WALS 2018 (World Assosiation of Lesson Study);
2018-11-23 - 2018-11-26.
Munthe, Elaine; Bjuland, Raymond; Helgevold, Nina
(2017)
Enhancing professional learning in Initial Teacher Education.
International Congress for School Development and Improvement (ICSEI);
2017-01-07 - .
Fauskanger, Janne; Mosvold, Reidar; Helgevold, Nina; Munthe, Elaine; Bjuland, Raymond
(2017)
Towards inter-rater reliability: A study of factors that may influence scoring of classroom videos.
Systematic observation in educational research;
2017-09-27 - 2017-09-28.
Bjuland, Raymond; Helgevold, Nina; Næsheim-Bjørkvik, Gro
(2017)
Dybdelæring gjennom Lesson Study.
Personalseminar;
2017-09-28 - 2017-09-29.
Bjuland, Raymond; Helgevold, Nina
(2017)
Muligheter og utfordringer med Lesson Study som skolebasert kunnskapsutvikling.
Utdanningskonferansen 2017;
2017-02-08.
Næsheim-Bjørkvik, Gro; Helgevold, Nina
(2017)
PE student teachers’ experiences with Lesson study in field practice..
ASSOCIATION FOR TEACHER EDUCATION IN EUROPE (ATEE) konferanse;
2017-10-25 - 2017-10-28.
Næsheim-Bjørkvik, Gro; Helgevold, Nina; Larssen, Deborah Lynn Sorton
(2017)
Scaffolding student teachers learning processes in Lesson Study through recorded summaries..
World Association of Lesson Studies (WALS);
2017-11-24 - 2017-11-28.
Larssen, Deborah Lynn Sorton; Helgevold, Nina; Næsheim-Bjørkvik, Gro; Bjuland, Raymond; Mosvold, Reidar; Fauskanger, Janne; Østrem, Sissel; Drew, Ion Patrick Francis
(2016)
TasS Project (teachers as students): Lesson study in Initial Teacher education in Norway, a time-lagged experiment from field practice.
Bringing Teacher Education Forward;
2016-06-06 - 2016-06-08.
Larssen, Deborah Lynn Sorton; Cajkler, Wasyl; Wood, Philip; Helgevold, Nina; Elliot, John; Fauskanger, Janne; Bugge, Hans Erik; Mosvold, Reidar; Bjuland, Raymond; Næsheim-Bjørkvik, Gro; Jakobsen, Arne
(2016)
Lesson study and initial teacher education(ITE): understanding learning and meaningful observation to guide beginning teachers.
World association of Lesson study 2016;
2016-09-03 - 2016-09-05.
Næsheim-Bjørkvik, Gro; Helgevold, Nina
(2016)
Establishing an inquiry-based learning community in mentoring sessions during Initial Teacher Education.
ATEE, Association for Teacher Education in Europe;
2016-08-22 - 2016-08-24.
Thortveit, Jorunn; Helgevold, Nina; Nevøy, Anne; Ohna, Stein Erik Solbø
(2016)
Rapportering fra: Innovasjoner i Jærskulen-lærerprofesjon i reformtid.
Møte for styringsgruppa og skoleeiere i Jærskulen ;
2016-11-09.
Ohna, Stein Erik Solbø; Helgevold, Nina
(2016)
Rapportering fra: Innovasjoner i Jærskulen - profesjon i reformtid.
Rektormøte i Gjesdal kommune;
2016-12-08.
Helgevold, Nina; Murata, Aki
(2016)
Understanding Student Diversity through Intersubjectivity: Introducing Lesson Study in Teacher Education in Norway and The United States.
EARLI SIG 11;
2016-06-20 - 2016-06-22.
Bjuland, Raymond; Helgevold, Nina
(2015)
Lesson Study inspirert praksisopplæring.
Etterutdanningsøkt for praksislærere;
2015-01-26.
Helgevold, Nina; Næsheim-Bjørkvik, Gro; Østrem, Sissel
(2015)
A comparison of content in mentoring sessions in two conditions, a Business-as-usual and a Lesson study intervention.
AERA 2015 ;
2015-04-15 - 2015-04-21.
Helgevold, Nina; Næsheim-Bjørkvik, Gro; Østrem, Sissel
(2015)
Conversation patterns in mentoring conversations during internship in initial teacher education (ITE).
ATEE 2015;
2015-09-24 - 2015-09-26.
Bjuland, Raymond; Helgevold, Nina; Østrem, Sissel; Juhler, Martin Vogt; Larssen, Deborah
(2014)
Results from the TasS project.
Nasjonal konferanse om Lesson Study;
2014-09-16.
Helgevold, Nina; Østrem, Sissel
(2014)
Doings and performativity in mentoring conversations during internship.
ECER konferanse 2014;
2014-09-02 - 2014-09-05.
Smedstad, Tormod; Bjuland, Raymond; Helgevold, Nina
(2014)
Lærere som lærer (Omtale av TasS prosjektet, UiS).
Bjuland, Raymond; Helgevold, Nina
(2014)
Lesson Study i praksisopplæringen.
Seminardag i regi programområdet, Læreres Undervisningskunnskap (LUK) ;
2014-12-12.
Helgevold, Nina; Næsheim-Bjørkvik, Gro; Østrem, Sissel
(2013)
Veiledningssamtaler i læringsstudenters praksisperioder – innhold og prosesser.
FOU i praksis;
2013-04-22 - 2013-04-23.
Helgevold, Nina; Næsheim-Bjørkvik, Gro; Østrem, Sissel
(2013)
A comparison of content in mentoring sessions in two circumstances, a control group and a Lesson study intervention group.
Wals conference;
2013-09-06 - 2013-09-08.
Helgevold, Nina; Næsheim-Bjørkvik, Gro; Østrem, Sissel
(2013)
Mentoring conversations in student teachers practicum – content and processes.
ECER European Conference on Educational Research;
2013-09-09 - 2013-09-13.
Helgevold, Nina
(2013)
Teaching (Science): To Attune to the Attunement of the Other(s).
ECER European Conference on Educational Research;
2013-09-09 - 2013-09-13.
Næsheim-Bjørkvik, Gro; Helgevold, Nina; Østrem, Sissel
(2013)
Hvilke faktorer trekkes fram som sentrale for god kroppsøvingsundervisning gjennom veiledningssamtaler for grunnskolelærerstudenter?.
Kroppsøvingskonferansen 2013;
2013-06-13 - 2013-06-14.
Næsheim-Bjørkvik, Gro; Helgevold, Nina; Østrem, Sissel
(2013)
Mentoring conversations in Physical Education– content and processes in field work in initial Teacher Education.
18 th ECSS Congress;
2013-06-26 - 2013-06-29.
Munthe, Elaine; Bjuland, Raymond; Helgevold, Nina
(2013)
Lesson Study in Initial Teacher Education.
World Association of Lesson and Learning Studies (WALS);
2013-09-06 - 2013-09-08.
Hanssen, Brit; Helgevold, Nina
(2012)
Learning to be at teacher at the worksite - vertical and horizontal dimensions of learning as premises for professional development?.
Supporting New Teachers in Europa.International conference on Research for Induction of New Teachers;
2012-05-09 - 2012-05-11.
Helgevold, Nina
(2012)
Arbeidsplaner i skolen – analysert og diskutert ut fra et læringsperspektiv i tillegg til et lærer-, elev - og foreldre perspektiv.
Solakonferansen, Veiledning for nyutdannede;
2012-04-18 - 2012-04-19.
Helgevold, Nina
(2012)
Den problematiske friheten Å lære å kommunisere i det moderne klasserommet.
Bedre Skole.
ISSN 0802-183X.
Hefte 2.
s.16-22.
Helgevold, Nina
(2012)
God undervisning - hvordan forstår vi det?.
Utdanningskonferanse - Talis undersøkelsen;
2012-11-27.
Hanssen, Brit; Helgevold, Nina
(2011)
”From Learning to Become a Teacher to Learning to be a Teacher” - Bordercrossing Understood as a Continuum.Implications for Learning at the Work Site?.
ESREA – European Society for Research on the Education of Adults. ;
2011-04-28 - 2011-04-30.
Hanssen, Brit; Helgevold, Nina
(2011)
Fra å lære å bli lærer til å lære å være lærer. Overgangen mellom utdanning og yrke som etkontinuum? Implikasjoner for arbeidsplasslæring?.
Internasjonal konferanse;
2011-03-30 - 2011-03-31.
Helgevold, Nina
(2011)
Bedre læringsmiljø?.
Klassekampen.
ISSN 0805-3839.
s.23-23.
Helgevold, Nina
(2011)
God klasseledelse - hva betyr det?.
Utdanningskonferanse;
2011-11-10.
Hanssen, Brit; Helgevold, Nina
(2010)
Fra å lære å være lærer til å lære å bli lærer.
At lære at være lærer - professionen i læreruddannelsen;
2010-05-05 - 2010-08-05.
Helgevold, Nina
(2006)
Interactions in a secondary classroom - inclusive ot exclusive practices - for whom?.
ECER 2006, European Conference on Educational Research;
2006-09-13 - 2006-09-16.
Helgevold, Nina
(2003)
De nye pedagogiske metodene.
Stavanger Aftenblad.
ISSN 0804-8991.
Hanssen, Brit; Helgevold, Nina
(2002)
Læreren som veileder nok en gang - kanskje et varsko er på tide?.
?.
Hefte 2.
s.96-103.
Hanssen, Brit; Helgevold, Nina
(2002)
Fokusgruppeintervju som muntlig prøveform.
Den 13 nettverkskonferanse i universitets-og høgskolepedagogikk;
2002-10-15 - 2002-10-16.
Hanssen, Brit; Helgevold, Nina
(2002)
Fokusgruppeintervju som muntlig prøveform i lærerutdanningen.
Konferanse om implementering av nye læringsformer i pedagogikkfaget.;
2002-09-09 - 2002-09-16.
Hanssen, Brit; Helgevold, Nina
(2002)
"Fra plan til virkelighet" Hvordan et utviklingsarbeid kan gå fra formulering av intensjoner til realisering i hverdagen.
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"Interactions in a secondary classroom - inclusive or exclusive practices - for whom?.