NAFOL profile: Marianne Hareide Andreasen
On track of self-efficacy and self-regulated learning as foundations for learning
I am a PhD candidate at Volda University College, enrolled in a PhD programme on teaching and teacher education at Inland Norway University of Applied Sciences (INN University), Hamar campus.
The aim of the PhD project, ‘On track of self-efficacy and self-regulated learning as foundations for learning’, is to increase the knowledge and understanding of the connections between the students’ self-efficacy and self-regulated learning (SRL) in the case of students who struggle to solve problems in mathematics. Interpretation and analysis of this intra-psychological knowledge and understanding can uncover and highlight specific qualities in teaching that enhance students’ problem-solving. One assumption is that students who struggle with problem-solving develop (new) meta-cognitive patterns through feedback, feed-up and feedforward-messages from the teacher and from their peers. The research methods are designed and conducted with inspiration from phenomenology.
My interest in this theme stems partly from my own practice as a mathematics teacher of students with special needs and partly on assumptions related to struggling with problem-solving in mathematics. Struggling with problem-solving in mathematics has nothing to do with diagnoses or assessments regarding special needs, but widely associated with teaching of mathematics in elementary school classes.
Originally, I am qualified as an elementary school teacher from Aalborg Seminarium, Denmark. I was also awarded a diploma in teaching special needs students with specialisation in language and reading impairment from the University College of Northern Jutland, Aalborg. Finally, I attained a master’s degree in educational psychology from the Danish School of Education, University of Aarhus. The thesis for the master’s degree focused on enhancing or constraining factors of experiencing flow for students in class. How students experienced a presence of flow in class is seen as a phenomenon for navigation between stress, chaos and boredom.
At Volda University College I am affiliated with the Institute of Pedagogy, where I teach Pedagogy and Students’ Knowledge in the elementary school teacher education programme and supervise students in the following master subject: ‘Development and learning in pre-school and school’. I find it interesting to teach future teachers and discuss various theoretical and practice-related perspectives on pedagogy and didactics.
In NAFOL I have been met with positive expectations, stimulating and attention-intensive work demands, participation at seminars, conferences and inspiring lectures. NAFOL has provided me with enormous support in what sometimes tends to be a lonely PhD work.