Inquiry as a Bridge in Teaching and Teacher Education
This fifth and final NAFOL book is yet another important contribution to the knowledge field about and for teacher education, kindergarten, primary school, and upper secondary school. It is the last in an anthology series featuring contributions from NAFOL doctoral fellows, alumni, first-lecturer ca...
I tiakina i:
| Ngā kaituhi matua: | , , , , , , , , , , , |
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| Hōputu: | Online |
| Reo: | Ingarihi |
| I whakaputaina: |
Fagbokforlaget Vigmostad & Bjørke
2026
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| Ngā marau: | |
| Urunga tuihono: | https://directory.doabooks.org/handle/20.500.12854/171361 |
| Ngā Tūtohu: |
Kāore He Tūtohu, Me noho koe te mea tuatahi ki te tūtohu i tēnei pūkete!
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| _version_ | 1869526915791978496 |
|---|---|
| author | Baraldsnes, Dziuginta Stenhjem Hagen, Fredrik Dzemidzic Kristiansen, Selma Talbi, Maroua Moen, Kathrine Hjertager Lund, Hilde Nishida, Megumi Raphaela Doublet, Maria-Rosa Holten Kvistad, Tone Hvalby, Mette Telnes, Trine Jangård Selliseth, Karoline |
| author_browse | Baraldsnes, Dziuginta Dzemidzic Kristiansen, Selma Hjertager Lund, Hilde Holten Kvistad, Tone Hvalby, Mette Jangård Selliseth, Karoline Moen, Kathrine Nishida, Megumi Raphaela Doublet, Maria-Rosa Stenhjem Hagen, Fredrik Talbi, Maroua Telnes, Trine |
| author_facet | Baraldsnes, Dziuginta Stenhjem Hagen, Fredrik Dzemidzic Kristiansen, Selma Talbi, Maroua Moen, Kathrine Hjertager Lund, Hilde Nishida, Megumi Raphaela Doublet, Maria-Rosa Holten Kvistad, Tone Hvalby, Mette Telnes, Trine Jangård Selliseth, Karoline |
| author_sort | Baraldsnes, Dziuginta |
| collection | Directory of Open Access Books |
| description | This fifth and final NAFOL book is yet another important contribution to the knowledge field about and for teacher education, kindergarten, primary school, and upper secondary school. It is the last in an anthology series featuring contributions from NAFOL doctoral fellows, alumni, first-lecturer candidates, and international doctoral fellows. All contributions have been thoroughly assessed through double-blind peer review—first the abstracts and then the articles. As in earlier NAFOL books, this volume contains a collection of research articles on teacher education research that crosses national borders, academic disciplines, and not least levels of education—from kindergarten to upper secondary and teacher education. The contributions reflect the challenges education faces in today’s society and show how research can build bridges of understanding within the complex domain that education is. The book provides a good insight into contemporary teacher education research. In this book as well, we have chosen to keep the original language of the articles, and we are pleased to see more Norwegian researchers joining the international research community by writing in English. At the same time, it is important to safeguard Norwegian in research communication, and the book seeks to find a balance between international and national dissemination. There is great diversity in both research themes and research methods, which characterizes the field. NAFOL’s work and contributions to teacher education research are known far beyond Norway, and this book symbolizes the international dialogue on teacher education research in which NAFOL participates. The book is a unique resource for researchers who wish to stay updated on teacher education research that reflects today’s society. |
| format | Online |
| id | doab-20.500.12854ir-171361 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| publisher | Fagbokforlaget Vigmostad & Bjørke |
| publisherStr | Fagbokforlaget Vigmostad & Bjørke |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1713612026-02-12T09:58:00Z Inquiry as a Bridge in Teaching and Teacher Education Baraldsnes, Dziuginta Stenhjem Hagen, Fredrik Dzemidzic Kristiansen, Selma Talbi, Maroua Moen, Kathrine Hjertager Lund, Hilde Nishida, Megumi Raphaela Doublet, Maria-Rosa Holten Kvistad, Tone Hvalby, Mette Telnes, Trine Jangård Selliseth, Karoline Smith, Kari Inquiry-based learning Teacher education Reflective practice Professional learning Pedagogy Classroom inquiry Educational innovation Learning processes Teacher development Research-informed teaching thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLC Secondary schools This fifth and final NAFOL book is yet another important contribution to the knowledge field about and for teacher education, kindergarten, primary school, and upper secondary school. It is the last in an anthology series featuring contributions from NAFOL doctoral fellows, alumni, first-lecturer candidates, and international doctoral fellows. All contributions have been thoroughly assessed through double-blind peer review—first the abstracts and then the articles. As in earlier NAFOL books, this volume contains a collection of research articles on teacher education research that crosses national borders, academic disciplines, and not least levels of education—from kindergarten to upper secondary and teacher education. The contributions reflect the challenges education faces in today’s society and show how research can build bridges of understanding within the complex domain that education is. The book provides a good insight into contemporary teacher education research. In this book as well, we have chosen to keep the original language of the articles, and we are pleased to see more Norwegian researchers joining the international research community by writing in English. At the same time, it is important to safeguard Norwegian in research communication, and the book seeks to find a balance between international and national dissemination. There is great diversity in both research themes and research methods, which characterizes the field. NAFOL’s work and contributions to teacher education research are known far beyond Norway, and this book symbolizes the international dialogue on teacher education research in which NAFOL participates. The book is a unique resource for researchers who wish to stay updated on teacher education research that reflects today’s society. 2026-02-12T09:57:55Z 2026-02-12T09:57:55Z 2022 book 9788245040975 https://directory.doabooks.org/handle/20.500.12854/171361 eng application/octet-stream Attribution 4.0 International https://oa.fagbokforlaget.no/index.php/vboa/catalog/book/24 https://oa.fagbokforlaget.no/index.php/vboa/catalog/view/24/34/331 Fagbokforlaget Vigmostad & Bjørke 10.55669/oa1204 10.55669/oa1204 637f2da4-f01b-482d-ac9d-8f3e204f400e 9788245040975 Bergen open access |
| spellingShingle | Inquiry-based learning Teacher education Reflective practice Professional learning Pedagogy Classroom inquiry Educational innovation Learning processes Teacher development Research-informed teaching thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLC Secondary schools Baraldsnes, Dziuginta Stenhjem Hagen, Fredrik Dzemidzic Kristiansen, Selma Talbi, Maroua Moen, Kathrine Hjertager Lund, Hilde Nishida, Megumi Raphaela Doublet, Maria-Rosa Holten Kvistad, Tone Hvalby, Mette Telnes, Trine Jangård Selliseth, Karoline Inquiry as a Bridge in Teaching and Teacher Education |
| title | Inquiry as a Bridge in Teaching and Teacher Education |
| title_full | Inquiry as a Bridge in Teaching and Teacher Education |
| title_fullStr | Inquiry as a Bridge in Teaching and Teacher Education |
| title_full_unstemmed | Inquiry as a Bridge in Teaching and Teacher Education |
| title_short | Inquiry as a Bridge in Teaching and Teacher Education |
| title_sort | inquiry as a bridge in teaching and teacher education |
| topic | Inquiry-based learning Teacher education Reflective practice Professional learning Pedagogy Classroom inquiry Educational innovation Learning processes Teacher development Research-informed teaching thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLC Secondary schools |
| topic_facet | Inquiry-based learning Teacher education Reflective practice Professional learning Pedagogy Classroom inquiry Educational innovation Learning processes Teacher development Research-informed teaching thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLC Secondary schools |
| url | https://directory.doabooks.org/handle/20.500.12854/171361 |
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