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.
PhD Candidate, Cohort 7
Ingfrid Veka
Ingfrid Veka is a PhD student at Western Norway University College of Applied Sciences. The main focus of the study will be to elucidate how the formal curriculum of Food and Health is perceived and implemented in the Food and Health subject in primary school.
PhD Candidate, Cohort 7
Kari Nergaard
Kari Nergaard is a research fellow at Queen Maud University College of Early Childhood Education. Her work is related to kindergartens’ preventive work against bullying. Through identifying children with social vulnerabilities at an early stage and supporting the positive assertiveness and capacity for empathy, the child’s ability to participate in play and interaction with other children can be strengthened.
PhD Candidate, Cohort 7
Karina Rose Mahan
Karina Rose Mahan is a PhD candidate from the University of South-Eastern Norway. Her project is affiliated with the PhD program, PEDRES (Pedagogical Resources and Learning Processes in Kindergarten and School), and in the field of English didactics.
PhD Candidate, Cohort 7
Ellen Nesset Mælan
Ellen Nesset Mælan is a PhD candidate at Inland Norway University of Applied Scienses. Her doctoral project aims to explore how schools relate to students with mental health challenges and how these challenges and the school’s response to the challenges influence students learning.
PhD Candidate, Cohort 7
Ingunn Kvamme
Ingunn Kvamme is a PhD candidate at University of Agder. In the PhD project, She will study the Norwegian kindergarten in terms of being a social institution.
PhD Candidate, Cohort 7
Anne-Grete Kaldahl
Anne-Grete Kaldahl is a PhD candidate at OsloMet. The project’s goal is to gain an understanding of what orality at the junior high level could be.
PhD Candidate, Cohort 7
Oda Julie Hembre
Oda Julie Hembre is a PhD candidate at UiT, and will do research on pre-service teachers’ acquisition of professional digital competence.
PhD Candidate, Cohort 7
Mette Helleve
Mette Helleve is a research fellow at OsloMet. In her project, she will examine how student teachers and newly qualified teachers relate to emotional and relational aspect of the teaching profession.
