Hilde Wågsås Afdal

• Shavard, Galina; Afdal, Hilde Wågsås & Mausethagen, Sølvi (2024). Redefining teacher quality in the context of increased accountability in Norway: Professional ethics as practiced. I Damgaard Knudsen, Lars Emmerik; Wiberg, Merete; Bjerg Petersen, Karen & Haastrup, Lisbeth (Red.), Teacher Ethics and Teaching Quality in Scandinavian Schools: New Reflections, Future Challenges, and Global Impacts. Routledge. ISSN 978-1-032-50930-3. s. 19–33.
• Afdal, Hilde Wågsås & Lorentzen, Marte (2023). Bachelor- og masteroppgaver som uttrykk for forskningsbasering i lærerutdanningene, En forskningsbasert skole? Forskningens plass i lærerutdanning og skole. Universitetsforlaget. ISSN 9788215065540. s. 149–175. doi: https:/doi.org/10.18261/9788215065540-23-08.
• Afdal, Hilde Wågsås & Maaranen, Katriina (2023). Teachers’ professional space for decision-making when planning: The cases of Finland, Norway, and the United States. Research in Comparative and International Education. ISSN 1745-4999. 18(4), s. 507–527. doi: 10.1177/17454999231203116.
• Nagel, Ilka Marie Luise; Gudmundsdottir, Greta Björk & Afdal, Hilde Wågsås (2023). Teacher educators’ professional agency in facilitating professional digital competence. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 132. doi: 10.1016/j.tate.2023.104238. Fulltekst i vitenarkiv
• Prøitz, Tine Sophie; Rye, Ellen Margrethe; Borgen, Jorunn Spord; Barstad, Kristin; Afdal, Hilde Wågsås & Mausethagen, Sølvi [Vis alle 7 forfattere av denne artikkelen] (2022). Utbildning, lärande, forskning Slutrapport från en utvärderingsstudie av ULF-försöksverksamhet. Skriftserien fra Universitetet i Sørøst-Norge. ISSN 2535-5325. 87.
• Afdal, Hilde Wågsås; Spernes, Kari Iren & Hoff-Jenssen, Reidun (2022). Academic reading as a social practice in higher education. Higher Education. ISSN 0018-1560. doi: 10.1007/s10734-022-00893-x. Fulltekst i vitenarkiv
• Spernes, Kari Iren & Afdal, Hilde Wågsås (2021). Scientific methods assignments as a basis for developing a profession-oriented inquiry-based learning approach in teacher education. European Journal of Teacher Education. ISSN 0261-9768. doi: 10.1080/02619768.2021.1928628. Fulltekst i vitenarkiv
• Maaranen, Katriina & Afdal, Hilde Wågsås (2020). Exploring Teachers’ Professional Space Using the Cases of Finland, Norway and the US. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2020.1851760. Fulltekst i vitenarkiv
• Hoff-Jenssen, Reidun; Bjerke, Mari Emma Odberg & Afdal, Hilde Wågsås (2020). Begynneropplæring – et kjent, men uklart begrep: En analyse av læreres perspektiver . Nordisk tidsskrift for pedagogikk og kritikk. ISSN 2387-5739. 6. doi: 10.23865/ntpk.v6.2030. Fulltekst i vitenarkiv
• Afdal, Hilde Wågsås (2019). The promises and limitations of international comparative research on teacher education. European Journal of Teacher Education. ISSN 0261-9768. 42(2), s. 258–275. doi: 10.1080/02619768.2019.1566316.
• Schjetne, Espen; Afdal, Hilde Wågsås; Anker, Trine; Johannesen, Nina & Afdal, Geir Sigmund (2018). Empirical moral philosophy and teacher education. I Martin, Christopher & Ruitenberg, Claudia W. (Red.), Ethics in Professional Education. Routledge. ISSN 978-1138562820. s. 29–41. doi: 10.4324/9781315121352-3. Vis sammendrag

  Tidligere publisert i: Ethics and Education, vol. 11, issue 1 (March 2016), pp 29-41

• Afdal, Hilde Wågsås & Afdal, Geir Sigmund (2018). The making of professional values in the age of accountability. European Educational Research Journal. ISSN 1474-9041. 18(1), s. 105–124. doi: 10.1177/1474904118797733.
• Afdal, Hilde Wågsås & Spernes, Kari Iren (2018). Designing and Redesigning Research-based Teacher Education. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 74, s. 215–228. doi: 10.1016/j.tate.2018.05.011.
• Afdal, Hilde Wågsås (2018). Sandefjordsaken: Politisk styring, ansvarliggjøring og læreres profesjonelle praksis . I Schjetne, Espen & Skrefsrud, Thor Andre (Red.), Å være lærer i en mangfoldig skole: Kulturelt og religiøst mangfold, profesjonsverdier og verdigrunnlag. Gyldendal Akademisk. ISSN 9788205512252. s. 254–272.
• Afdal, Hilde Wågsås & Damsa, Crina I. (2018). Research-Based Education: An Exploration of Interpretations in Two Professional Higher Education Programmes. . I Maassen, Peter; Nerland, Monika & Yates, Lyn (Red.), Reconfiguring Knowledge in Higher Education. Springer Nature. ISSN 978-3-319-72831-5. s. 129–148. doi: 10.1007/978-3-319-72832-2_8.
• Olson, Jennifer Rebecca; Afdal, Hilde Wågsås & Elken, Mari (2018). Multiple Institutional Logics in National Curricula: The Introduction of Learning Outcomes in Teacher Education and Engineering Education in Norway. I Maassen, Peter; Nerland, Monika & Yates, Lyn (Red.), Reconfiguring Knowledge in Higher Education. Springer Nature. ISSN 978-3-319-72831-5. s. 65–81. doi: 10.1007/978-3-319-72832-2_4.
• Johansen, Gerd & Afdal, Hilde Wågsås (2018). Comparing and discussing positions on scientific literacy in teacher education and lower secondary school curricula. International Journal of Learning, Teaching and Educational Research (ILJTER). ISSN 1694-2493. 17(2), s. 99–126. doi: 10.26803/ijlter.17.2.7. Fulltekst i vitenarkiv
• Afdal, Hilde Wågsås (2016). “Research-based” and “profession-oriented” as prominent knowledge discourses in curriculum restructuring of professional programs. Higher Education. ISSN 0018-1560. Published ahead of print. doi: 10.1007/s10734-016-9998-7.
• Schjetne, Espen; Afdal, Hilde Wågsås; Anker, Trine; Johannesen, Nina & Afdal, Geir (2016). Empirical moral philosophy and teacher education. Ethics and Education. ISSN 1744-9642. 11(1), s. 29–41. doi: 10.1080/17449642.2016.1145498.
• Afdal, Hilde Wågsås & Nerland, Monika (2014). Does Teacher Education Matter? An Analysis of Relations to Knowledge among Norwegian and Finnish Novice Teachers. Scandinavian Journal of Educational Research. ISSN 0031-3831. 58(3), s. 281–299. doi: 10.1080/00313831.2012.726274.
• Afdal, Hilde Wågsås (2014). Det gode og det rette i profesjonsutøvelsen – hvordan blir det til? Et diskursanalytisk blikk på utviklingen av den etiske plattformen for lærerprofesjonene. I Afdal, Geir; Røthing, Åse & Schjetne, Espen (Red.), Empirisk etikk i pedagogiske praksiser : artikulasjon, forstyrrelse, ekspansjon. Cappelen Damm Akademisk. ISSN 978-82-02-45738-9. s. 89–107.
• Afdal, Hilde Wågsås (2014). Fra politikk til praksis - konstruksjon av læreres profesjonelle kunnskap. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 98(6), s. 469–481.
• Afdal, Hilde Wågsås (2013). Policy making processes with respect to teacher education in Finland and Norway. Higher Education. ISSN 0018-1560. 65(2), s. 167–180. doi: 10.1007/s10734-012-9527-2.
• Afdal, Hilde Wågsås (2012). Knowledge in teacher education curricula: Examining differences between a research-based program and a general professional program. Nordic Studies in Education. ISSN 1891-5914. 32(3-4), s. 245–261.
• Afdal, Hilde Wågsås (2011). Profesjon som kunnskapskultur. I Karlsen, Thorbjørn (Red.), Veiledning under nye vilkår : skapende prosesser i møtet mellom veileder og veisøker. Gyldendal Akademisk. ISSN 978-82-05-41535-5. s. 159–178.
• Afdal, Hilde & Afdal, Geir (2010). The hidden context : the dilemma of context in social and educational research. I Kvam, Sigmund; Knutsen, Karen Patrick & Langemeyer, Peter (Red.), Textsorten und kulturelle Kompetenz : interdisziplinäre Beiträge zur Textwissenschaft. Waxmann Verlag. ISSN 978-3-8309-2253-7. s. 51–70. Vis sammendrag

  Gemeinsamer Gegenstand der Beiträge ist der sprachliche Text in und zwischen den Kulturen, der aus sprachwissenschaftlicher, literaturwissenschaftlicher und sozialwissenschaftlicher Perspektive behandelt wird. Die Themen der Beiträge sind weit gefächert: Neben theoretischen Fragen zum Textverstehen und zur Übersetzung werden Textsorten wie Gebrauchsanweisungen, Lehrpläne und Gegenwartsromane untersucht sowie Kommunikationsstrukturen in der Wissenschaft, im Bildungswesen, im Gesundheitswesen und in der Wirtschaft analysiert. Der Sammelband ist aus einer interdisziplinären und internationalen Tagung hervorgegangen, die 2009 an der Gesamthochschule Østfold (Halden, Norwegen) stattfand. Die Autoren arbeiten an Hochschulen und Universitäten in Dänemark, Griechenland, Norwegen, Österreich und Schweden.

• Afdal, Hilde (2004). Hvordan møter det norske samfunnet høyere utdannede innvandrere - anerkjennelse eller stigmatisering? Norsk pedagogisk tidsskrift. ISSN 0029-2052. 88(02.mar), s. 115–127.

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• Staal, Sigrun; Afdal, Hilde Wågsås & Brynildsen, Stine (2023). Designing collaborative partnerships in research– the case of assessment practices.
• Brynildsen, Stine; Staal, Sigrun & Afdal, Hilde Wågsås (2023). S3-E2: Vurderingspraksiser og lærelyst i Fredrikstadskolen. [Internett]. SoundCloud.
• van der Velden, Maja; Halverson, Sandra Louise; Rommetveit, Kjetil; Skjeggedal, Terje; Myong, Lene & Walton, Stephen John [Vis alle 12 forfattere av denne artikkelen] (2023). Derfor trenger vi en akademisk boikott av Israel. Klassekampen. ISSN 0805-3839.
• Lorentzen, Marte & Afdal, Hilde Wågsås (2023). Final Thesis in Teacher Education.
• Afdal, Hilde Wågsås & Maaranen, Katriina (2022). Teachers’ planning – dilemmas within and between the cases of Finland, Norway and the US .
• Afdal, Hilde Wågsås & Lorentzen, Marte (2022). BA and MA thesis in Techer Education: Organizational arrangements and forms of knowledge.
• Afdal, Hilde Wågsås; Spernes, Kari Iren & Hoff-Jenssen, Reidun (2022). Akademisk lesing som sosial praksis.
• Nagel, Ilka; Afdal, Hilde Wågsås & Gudmundsdottir, Greta Björk (2022). Teacher educators’ professional agency in facilitating digital competence.
• Hoff-Jenssen, Reidun; Bjerke, Mari Odberg & Afdal, Hilde Wågsås (2021). Begynneropplæring en kjent men uklart begrep.
• Bjordal, Fred Rune & Afdal, Hilde Wågsås (2020). Teachers' professional knowledge in policy documents concerning digitalisation of Norwegian and Swedish compulsory school.
• Afdal, Hilde Wågsås (2019). Profesjonsetikk for lærere.
• Afdal, Hilde Wågsås (2019). Profesjonsetikk for ledere.
• Trippestad, Tom Are & Afdal, Hilde Wågsås (2019). Etiske problemer knyttet til programmer som skal motvirke mobbing. Utdanningsnytt.no. Vis sammendrag

  Det ligger gode hensikter bak de ulike programmene og verktøyene for å forhindre mobbing i skoler og barnehager, men vi ønsker å løfte fram noen sentrale etiske problemstillinger knyttet til disse programmene.

• Hoff-Jenssen, Reidun; Afdal, Hilde Wågsås & Spernes, Kari Iren (2018). Critical reading as a social activity for the purpose of academic and professional learning in teacher education .
• Afdal, Hilde Wågsås & Damsa, Crina I. (2017). Research-based teacher education and engineering education.
• Afdal, Hilde Wågsås (2017). Praksis i grunnskolelærerutdanningene. Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116.
• Hoff-Jenssen, Reidun; Afdal, Hilde Wågsås & Bjerke, Mari Oberg (2017). Basic skills beyond the school subjects? What do 1st-4th grade teachers identify and approach as ‘basic skills’? .
• Jordet, Arne Hilmar Nikolaisen; Haug, Peder; Nordahl, Thomas & Afdal, Hilde Wågsås (2016). Styrk pedagogikken! Dagsavisen. ISSN 1503-2892.
• Anker, Trine; Afdal, Hilde Wågsås; Johannesen, Nina; Schjetne, Espen & Afdal, Geir (2016). Et språk for etikk: Læreres profesjonsetiske forståelser og praksis. Bedre Skole. ISSN 0802-183X. s. 64–67.
• Afdal, Hilde Wågsås; Afdal, Geir; Anker, Trine; Johannesen, Nina & Schjetne, Espen (2016). Læreres profesjonsetikk i fokus. Prismet. ISSN 0032-8847. 67(2), s. 87–91. Vis sammendrag

  Prismet - Refleksjon

• Schjetne, Espen; Afdal, Hilde Wågsås; Johannesen, Nina; Anker, Trine & Afdal, Geir (2016). Profesjonsetisk refleksjon i barnehagen. Første steg. ISSN 1504-1891. s. 60–62.
• Afdal, Hilde Wågsås & Spernes, Kari Iren (2015). Research-based teacher education. Research methods as boundary objects.
• Olson, Jennifer Rebecca; Afdal, Hilde Wågsås & Elken, Mari (2015). When the logics of employability and learning outcomes align: The case of two professional study programs in Norwegian higher education.
• Afdal, Hilde Wågsås (2014). Kultur og anerkjennelse i en tid med radikalisering.
• Afdal, Hilde Wågsås (2014). Forskningsetikk.
• Afdal, Hilde Wågsås & Anker, Trine (2014). Reflexivity and Quality in Research.
• Afdal, Hilde Wågsås (2014). Comparison in research.
• Afdal, Hilde Wågsås (2014). HEDDA Monthly Literature Tips: Comparing university organizations across boundaries .
• Afdal, Hilde Wågsås (2014). Research based and practice oriented –challenges in the knowledge space of professional programs.
• Afdal, Hilde Wågsås (2014). Analyzing and discussing national program change processes as part of a wider societal knowledge space.
• Afdal, Hilde Wågsås (2014). PROGRAM CHANGE PROCESSES, PRIOFESSIONAL EDUCATION AS PART OF A WIDER KNOWLEDGE SPACE.
• Afdal, Hilde Wågsås (2013). Stoltenberg på skolebesøk i Finland. [TV]. NRK.no.
• Afdal, Hilde Wågsås (2013). Disse skal lære Jens å lage verdens beste skole. [Internett]. NRK.no.
• Afdal, Hilde Wågsås (2013). Venstre: – Lærdommen ble igjen i Finland. [Internett]. NRK.no.
• Afdal, Hilde Wågsås (2013). Hva kan vi lære av Finland? [Avis]. Aftenposten.no.
• Afdal, Hilde Wågsås (2013). Flere vil bli lærere I Norge. [Avis]. Bergens Tidende.
• Afdal, Hilde Wågsås (2013). Flere vil bli lærere også i Norge. [Avis]. Stavanger Aftenblad.
• Afdal, Hilde Wågsås (2013). Østfoldforskere skal følge profesjonsetikken. [Internett]. Utdanningsforbundet.no.
• Afdal, Hilde Wågsås (2013). Flere vil bli lærere også i Norge. [Avis]. Adresseavisen.
• Afdal, Hilde Wågsås (2013). Uten politisk innblanding. [Avis]. Aftenposten.
• Afdal, Hilde Wågsås (2013). Der bare 1 av 15 kommer gjennom nåløyet for å bli lærer. [Internett]. MSN.no.
• Afdal, Hilde Wågsås (2013). 1800 studenter kjemper om 120 studieplasser for å bli lærer. [Internett]. Aftanposten.no.
• Afdal, Hilde Wågsås (2013). Vil at fagfolk skal bestemme hvordan lærerutdanningen skal være. [Radio]. NRK Østfold - radio.
• Afdal, Hilde Wågsås (2013). Akutt lærermangel om få år. [Internett]. NRK Østfold - publiser på nett.
• Afdal, Hilde Wågsås (2013). Enorm etterspørsel etter lærere. [Avis]. Halden arbeiderblad.
• Afdal, Hilde Wågsås (2013). Akutt lærermangel om få år. [Avis]. Rakkestad avis.
• Afdal, Hilde Wågsås (2013). Politically versus academically anchored policy making processes; teacher education policy in Finland and Norway compared.
• Afdal, Hilde Wågsås (2013). Forskningsetikk.
• Afdal, Hilde Wågsås (2013). A comparative analysis of teacher education policy in Norway and Finland.
• Afdal, Hilde Wågsås (2013). Lærerutdanningens kunnskapsgrunnlag – en sammenligning av lærerutdanningen i Norge og Finland. Allmennlærerutdanning versus forskningsbasert lærerutdanning.
• Johansen, Gerd & Afdal, Hilde Wågsås (2013). Knowledge structures and tensions in science curricula – the cases of Norwegian secondary school and teacher education.
• Afdal, Hilde Wågsås (2013). Store forskjeller mellom norsk og finsk lærerutdanning. Forskning.no. ISSN 1891-635X.
• Afdal, Hilde Wågsås (2012). Studying abroad,- a cultural perspective.
• Afdal, Hilde Wågsås (2012). Does Teacher Education Matter?Teachers knowledge relations and the epistemic profile of the teacher education program.
• Afdal, Hilde Wågsås (2012). Politically versus academically anchored policy making processes; teacher education policy in Finland and Norway compared.
• Afdal, Hilde Wågsås (2012). Different approaches to teacher education policy in Finland and Norway. Vis sammendrag

  Gjesteblogger på HEDDA bloggen (Higer Education Development Association)

• Afdal, Hilde Wågsås (2012). Big differences in Finnish and Norwegian teacher education. Forskning.no. ISSN 1891-635X.
• Afdal, Hilde Wågsås (2012). Constructions of knowledge for the teaching profession: Analyzing policy-making, curricula content and novice teachers stories in Norway and Finland. Vis sammendrag

  EUROPEAN EDUCATIONAL RESEARCH ASSOCIATION

• Afdal, Hilde Wågsås & Maassen, Peter (2012). Politically versus academically anchored policy making processes; teacher education policy in Finland and Norway compared.
• Afdal, Hilde Wågsås & Nerland, Monika (2012). Teachers’ knowledge relations: An analysis of relations to knowledge among Norwegian and Finnish novice teachers.
• Afdal, Hilde Wågsås (2012). Does Teacher Education Matter? An Analysis of Relations to Knowledge among Norwegian and Finnish Novice Teachers.
• Afdal, Hilde Wågsås (2011). Searching for Knowledgeable Teachers in Curricula: comparing Norwegian and Finnish Teacher Education Curricula.
• Afdal, Hilde (2010). Teacher knowledge in Norway and Finland, - Historical, institutional and personal accounts. Vis sammendrag

  The initial question asked in this project is how frames for teacher education are established in Norway and Finland and how teachers ?move? and develop their professional identity within this structure. Two levels of analysis are dealt with: the political/institutional level and the actor or participatory level. The political and institutional level is approach through national and institutional frames for teacher education while the actor level is dealt with from teachers? perspective. Both levels of analysis emphasis the knowledge dimension. On the participative level is it questioned how teachers understand knowledge in general, how they orient approach challenges and toward knowledge. On the structural level, policy processes and content of policy documents for teacher education are analyzed. This emphasizes how the knowledge base of teacher education is understood historically, in present policy process and policy documents.

• Afdal, Hilde (2010). Policy processes for teacher education:The case of Norway and Finland. Vis sammendrag

  This paper examines policy formation processes for teacher education (TE) in Norway and Finland. A particular focus is given to what kind of role different actors on the field play in the processes and what that potentially could lead to for the respective TE programs. A historical review gives an account of the nature of the policy environment over time. Contemporary policy processes are approach through a qualitative analysis of interviews with profiled and experienced policy makers. The analysis shows that policy processes concerning TE in Norway lean heavily on political actors and changes in political conditions, while Finnish policy processes for TE rely on professional expertise in developing TE policies

• Lorentzen, Marte; Afdal, Hilde Wågsås; Risan, Maiken & Holmeide, Hanna (2022). Bachelor- og masteroppgaven i lærerutdanningene. En kartlegging. Utdanningsdirektoratet. Vis sammendrag

  Dette er en rapport bestilt av Utdanningsdirektoratet og Faglig råd for lærerutdanning

• Prøitz, Tine Sophie; Rye, Ellen Margrethe; Afdal, Hilde Wågsås; Borgen, Jorunn Spord; Barstad, Kristin & Mausethagen, Sølvi [Vis alle 7 forfattere av denne artikkelen] (2021). Utbildning, lärande, forskning En evalueringsstudie – delrapport 3 . Universitetet i Sørøst-Norge. ISSN 978-82-7860-466-3. 2021(68).
• Prøitz, Tine Sophie; Rye, Ellen Margrethe; Barstad, Kristin; Afdal, Hilde Wågsås; Risan, Maiken & Aasen, Petter (2020). Utbildning, lärande, forskning En evalueringsstudie – delrapport 2. Universitetet i Sørøst-Norge. ISSN 978-82-7860-422-9. 2020(38).
• Afdal, Hilde Wågsås; Bjordal, Fred Rune & Hoff-Jenssen, Reidun (2020). Femårig grunnskolelærerutdanning på masternivå – ny og utfordrende : Et følgeforskningsprosjekt ved Høgskolen i Østfold : Delrapport 2. Skriftserien fra Universitetet i Sørøst-Norge Horten. ISSN 978-82-7860-450-2.
• Myklebust, Runa Brandal; Afdal, Hilde Wågsås; Mausethagen, Sølvi; Risan, Maiken; Tangen, Truls Nilsen & Wernø, Ida Lyngstad (2019). Rekruttering av menn til grunnskolelærerutdanning for trinn 1-7. OsloMet - storbyuniversitetet. ISSN 978-82-8364-196-7.
• Afdal, Hilde Wågsås & Bjordal, Fred Rune (2019). 5-årig grunnskolelærerutdanning på masternivå - ny og utfordrende. Et følgeforskningsprosjekt ved Høgskolen i Østfold. Delrapport 1. Skriftserien fra Universitetet i Sørøst-Norge. ISSN 978-82-7860-394-9.
• Afdal, Hilde Wågsås; Schjetne, Espen; Anker, Trine; Afdal, Geir & Johannesen, Nina (2015). Etikk i profesjonell praksis : et forskningsprosjekt knyttet til Utdanningsforbundets implementering av Lærerprofesjonens etiske plattform. Høgskolen i Østfold. ISSN 978-82-7825-442-4.
• Afdal, Hilde Wågsås (2012). Constructing knowledge for the teaching profession. A comparative analysis of policy making, curricula content, and novice teachers’ knowledge relations in the cases of Finland and Norway. Faculty of Educational Science, University of Oslo. ISSN 1501-8962.

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