NAFOL profiles
PhD Candidate, Cohort 10
Kim-Daniel Vattøy
Kim-Daniel Vattøy is an Associate Professor at Volda University College. The PhD thesis examines conditions that facilitate feedback practice as responsive pedagogy in teaching English as a foreign language in lower secondary school.
PhD Candidate, Cohort 10
Leonie Johann
Leonie Johann is a PhD candidate affiliated to Nord University in Bodø. In her project, she explores how (High School) students’ conceptual understanding of molecular biology can be promoted. She achieves this by exploring both students’ conceptions, and scientific viewpoints to design, test and evaluate empirically, and theoretically based teaching interventions.
PhD Candidate, Cohort 10
Svein-Erling Greiner
Svein-Erling Greiner is a PhD candidate at KINDknow, at Western Norway University of Applied Sciences. In his doctoral project he investigates pre-service kindergarten teachers’ doings and conditions for critical reflection in their education.
PhD Candidate, Cohort 10
Hege Fimreite
Hege Fimreite is a PhD candidate in pedagogy at Western Norway University of Applied Sciences, campus Sogndal. Her dissertation thematizes peer guidance and change in the collective knowledge in kindergarten. Fimreite teaches pedagogy, guidance, and leadership, and has research interests in the field of guidance and professional learning communities.
PhD Candidate, Cohort 9B
Tonje Myrebøe
Tonje Myrebøe is a PhD candidate at Oslo Metropolitan University. In her doctoral project she investigates how teachers experience and handle students’ use of disparaging and prejudiced expressions.
PhD Candidate, Cohort 9B
Ingrid E. Elden
Ingrid E. Elden is a PhD candidate at Nord University. Her doctoral project focuses on practices of interaction between teachers and students participating in Lower Secondary Education for Adults, and on the conditions that enable and constrain how a practice can unfold.
PhD Candidate, Cohort 9B
Elin Aaness
Elin Aaness is a PhD-student in the public sector. Her project examines what the value of reading and working with literature might be.
PhD Candidate, Cohort 9B
Elise M. Vike Johannessen
Elise M. Vike Johannessen is a PhD candidate at Oslo Metropolitan University. She investigates students’ experiences with and understandings of prejudice and negative attitudes tied to minority groups and identities.
PhD Candidate, Cohort 9B
Mette Marit F. Jenssen
Mette Marit F. Jenssen is a PhD candidate at Inland Norway University of Applied Sciences. She is interested in the collective dimension of the role of the teacher. In her doctoral project, she investigates relationships between professional learning communities and pedagogical school leadership.
PhD Candidate, Cohort 9B
Ole Johan Sando
Ole Johan Sando teaches physical activity and health at the ECEC teacher education at QMUC and is a PhD student at Educational Sciences at NTNU. In his ongoing PhD project, the influence of the physical ECEC environment on children’s well-being and physical activity is explored.
PhD Candidate, Cohort 9B
Terje André Bringeland
Terje André Bringeland is a PhD candidate at University of Tromsø, The Arctic University of Norway. His doctoral project focuses on the impact of the PISA (Programme for International Student Assessment) test in the Norwegian education system.
PhD Candidate, Cohort 9A
Kristin Gregers Eriksen
Kristin Gregers Eriksen is a PhD candidate at the Department of Culture, Religion and Social Studies at the University of South-Eastern Norway. In her research, she explores Social Studies education as arena for democracy. The study is particularly concerned with the coloniality of education.
PhD Candidate, Cohort 9A
Øystein Winje
In this PhD project Øystein Winje investigates deep learning in and through education outside of the classroom (EOtC). Using systematic literature review, he examines a variety of perspectives in regards to deep learning. Through a qualitative fieldwork, he highlights pupils’ and teachers’ experiences with EOtC and investigates how these experiences can be connected to deep learning.
PhD Candidate, Cohort 9A
Helga Norheim
Helga Norheim is a PhD student and a research fellow at the Department of Educational Science at the University of South-Eastern Norway and is affiliated with the European research project ISOTIS. In her PhD project, she investigates barriers and facilitators for inclusive partnerships with parents with immigrant backgrounds in early childhood education and care (ECEC).
PhD Candidate, Cohort 9A
Tone Rove Nilsen
Tone Rove Nilsen is an Industrial PhD student at the National Knowledge Center for Kindergartens. Her PhD is a collaboration with studies of professional praxis at Nord University in Bodø. Tone is researching the physical indoor environment of Early Childhood Education and Care (ECEC). The main focus is on teacher`s beliefs and practices with play materials regarding children`s play, learning and development.
PhD Candidate, Cohort 9A
Julie Lysberg
Julie Lysberg is an employee of Bodø Municipality and a PhD-student in the public sector with support from the Research Council of Norway. She is enrolled with the doctoral program at Nord University. The project examines what characterizes teacher collaboration within the context of school-based professional development.
PhD Candidate, Cohort 9A
Lise-Mari Lauritzen
Lise-Mari Lauritzen is a PhD candidate at University of Tromsø, The Arctic University of Norway. Her doctoral project focuses on how fiction can contribute to actualise mental health and life mastery in the Norwegian subject in high schools.
PhD Candidate, Cohort 9A
Selma Dzemidzic Kristiansen
Selma Dzemidzic Kristiansen is a PhD candidate at the University of South-Eastern Norway. In her doctoral project, she wants to investigate the essential aspects of face-to-face promotive interaction leading to a successful process of students’ cooperative learning.
PhD Candidate, Cohort 9A
Tone Kvistad
Tone Holten Kvistad is a PhD candidate in Norwegian language and literature didactics at the Department of Teacher Education, NTNU. In her PhD project, she is studying the nature and quality of group talk in a classroom (year 7) during a 10-week intervention.
PhD Candidate, Cohort 9A
Alessandra Dieudé
Alessandra Dieudé is a PhD student from the University of South-Eastern Norway working at the Vestfold campus. In her PhD project she investigates the phenomenon of private schooling in Norway. Through a multi-case study she wants to explore how private school policy is legitimated and how teachers and school leaders in diverse educational contexts interpret the messages from policy documents (styringsdokumenter) for planning and assessment.
PhD Candidate, Cohort 8
Kristin Belt Skutlaberg
Kristin Belt Skutlaberg is a PhD candidate at NLA University College in Bergen. In her thesis she explores how principals, as leaders, experience demanding and unforeseen events in school. The focus is more specifically on events that lead to long-term relational challenges between the principal and employees, parents or school owner (authorities).
PhD Candidate, Cohort 8
Ola Buan Øien
Ola Buan Øien is a PhD candidate at Nord University, Levanger campus, Norway. His PhD project is titled: ‘Rethinking ensemble leading in light of the record producer’s practice’.
PhD Candidate, Cohort 8
Merete Mortensen
Merete Mortensen is a PhD candidate at the University of South-East Norway. Her PhD project seeks information about kindergarten teachers, as well as theoretical and practical understandings of the concept of formation, particularly as related to the new national Framework Plan for the Content and Tasks of Kindergartens (Kunnskapsdepartementet, 2017).
PhD Candidate, Cohort 8
Kathrine Moen
Kathrine Moen is a PhD candidate at Nord University where she teaches religion and ethics in the teacher educations. In her PhD project, she studies how values are negotiated and how they play together in a multicultural kindergarten in Norway.
PhD Candidate, Cohort 8
Elena Merzliakova
Elena Merzliakova is a PhD candidate at UiT, Arctic University of Norway, Alta campus. Her doctoral project focuses on dialogues about the concept of learning in the kindergarten context in northern Norway and northern Russia. The aim of the project is to contribute to a better understanding of the learning concept, the internationalization of pre-school education and students’ involvement in research and development work.
PhD Candidate, Cohort 8
Beathe Liebech-Lien
Beathe Liebech-Lien is a PhD candidate at the Norwegian University of Science and Technology (NTNU), Trondheim. In her doctoral project, she examines the significance of teachers’ professional learning communities for the use of cooperative learning in the teaching for student learning.
PhD Candidate, Cohort 8
Øyvind Wiik Halvorsen
Øyvind Wiik Halvorsen is a PhD candidate at the Institute of Education, Faculty of Psychology at the University of Bergen. His PhD project concerns questions of the purpose of education, teachers’ self-understanding, and the relationship between teachers and Bildung traditions in their school subjects.
PhD Candidate, Cohort 8
Nina Fallingen
Nina Fallingen is a PhD candidate at the University of Southeast Norway. Her doctoral project focuses on how relations between student teachers and materials in the school subject, arts and crafts, can contribute to eco-transformative learning.
PhD Candidate, Cohort 8
Oda Heidi Bolstad
Oda Heidi Bolstad is a PhD candidate at Volda University College. Her study focuses on how school leaders, teachers and students understand the mathematical literacy concept, and how students’ mathematical literacy development is facilitated in schools.
PhD Candidate, Cohort 8
Ingrid Bjørkøy
Ingrid Bjørkøy is a PhD candidate at Queen Maud University College of Early Childhood Education. Her research is concerned with the youngest children in kindergarten and disciplines such as intersubjective relations, improvisation, embodied phenomenology and aesthetic inputs for management understanding and interaction.
PhD Candidate, Cohort 8
Ingvill Bjørnstad Åberg
Ingvill Bjørnstad Åberg is a PhD candidate in social studies didactics at Nord University, Norway. She holds a master’s degree in social anthropology and has also studied Norwegian as a foreign language. Åberg has previously worked as a Norwegian teacher for foreign pupils. In her doctoral work, she is conducting critical investigations of conceptions of diversity in school.
