Gøril Brataas

• Brataas, Gøril (2025). Learning to Notice Critical Moments in L1 Teaching the Potential of Video-Based Mentoring Conversations During Fieldwork. L1-Educational Studies in Language and Literature (L1-ESLL). ISSN 1567-6617. 25(1), p. 1–25. doi: 10.21248/l1esll.2025.25.1.718. Full text in Research Archive Show summary

  This study argues that to educate first language (L1) teachers who are responsive to students’ needs, we must pay attention to the invisible but fundamental processes of teacher noticing. Teacher noticing—how teachers perceive, interpret, and make decisions about how to respond to student ideas and needs during teaching—is scarcely studied within language and literature education. In this qualitative study, I examine the characteristics of mentoring conversations in which teacher candidates and their mentors discuss videos of the candidates’ L1 teaching in terms of the critical moments (Myhill & Warren, 2005) they attended to, their interpretations of these critical moments, and their decision-making on how to respond to these moments. The findings show that the candidates and mentors attended to various opportunities to scaffold student text production and interpretation, as well as opportunities to elicit and respond to student ideas in text-based discussions. Adopting an evaluative stance toward these critical moments supported the candidates in identifying alternative teaching moves, while adopting an inquiry stance led them to identify the first paths toward more adaptive teaching. These findings suggest that video-based mentoring conversations have the potential to support L1 teacher candidates in learning to notice and have implications for teacher education coursework and fieldwork.

• Klette, Kirsti; Jenset, Inga Staal & Brataas, Gøril (2024). Practice what you teach: Using core practices to improve connections between theory and practice in secondary teacher preparation. In Grossman, Pamela & Fraefel, Urban (Ed.), Core practices in teacher education : A global perspective. Harvard Education Press. ISSN 9781682538685. p. 65–80. Full text in Research Archive
• Jenset, Inga Staal; Slotte, Anna; Nilsberth, Marie; Brataas, Gøril & Blikstad-Balas, Marte (2024). The benefits of using videos for developing responsive teaching, Using Video to Foster Teacher Development Improving Professional Practice through Adaptation and Reflection. Routledge. ISSN 9781003427414. Full text in Research Archive
• Blikstad-Balas, Marte; Magnusson, Camilla Gudmundsdatter; Brataas, Gøril & Luoto, Jennifer Maria (2024). The benefits of videos for developing teachers’ teaching repertoires, Using Video to Foster Teacher Development Improving Professional Practice through Adaptation and Reflection. Routledge. ISSN 9781003427414. Full text in Research Archive
• Jenset, Inga Staal; Tengberg, Michael; Magnusson, Camilla Gudmundsdatter; Brataas, Gøril; Sigurdardottir, Anna Kristin & Sigporsson, Runar (2024). The benefits of using videos for developing teachers' professional vision, Using Video to Foster Teacher Development Improving Professional Practice through Adaptation and Reflection. Routledge. ISSN 9781003427414. Full text in Research Archive
• Brataas, Gøril & Bakken, Jonas (2023). Utvikling av lærerstudenters kompetanse i å støtte elevers tekstarbeid i norskfaget. Acta Didactica Norden (ADNO). 17(3). doi: 10.5617/adno.10293. Full text in Research Archive Show summary

  Tekstarbeid er norskfagets kjernevirksomhet, og mange elever vil trenge mye støtte fra læreren for å mestre norskfagets mange og fagspesifikke måter å bruke tekster på. Det er derfor viktig at lærerstudenter i norsk lærer å tilby støttestrukturer for elevers tekstarbeid. Denne artikkelen rapporterer fra en innovasjon i lektorutdanningen for 8. til 13. trinn der lærerstudenter arbeidet med tre støttestrukturer –strategiundervisning, modellering og muntlige tilbakemeldinger – gjennom bruk av video både på campus og i praksisskoler. Med utgangspunkt i videodata fra lærerstudentenes norskundervisning i praksis og intervjuer med lærerstudentene og deres praksisveiledere, undersøker studien hvordan lærerstudentene støtter opp under ulike former for tekstarbeid i norskfaget ved hjelp av strategundervisning, modellering og muntlige tilbakemeldinger, samt hva som, ifølge lærerstudentene og deres praksisveiledere, er suksessfaktorer for at de skal lykkes med dette. Funnene viser at lærerstudentene tilbød elevene mye støtte i arbeidet med litterær analyse, retorikk og resonnerende fagskriving, og at viktige suksessfaktorer var studentenes egen norskfaglige tekstkompetanse og hvilket repertoar de hadde av støttestrukturer. Studien bidrar med innsikt i hva lærerstudenter må kunne for å støtte elevers tekstarbeid, og indikerer at lærerstudentene trenger mer trening i å støtte opp under kritiske og utforskende tilnærminger til tekster i norskfaget. I tillegg bidrar studien med å vise frem en innovasjon på tvers av campus og praksisskoler som kan egne seg til å utvikle lærerstudenters kompetanse i å støtte elevers tekstarbeid, i tett samarbeid med praksisfeltet.

• Brataas, Gøril & Jenset, Inga Staal (2023). From coursework to fieldwork: How do teacher candidates enact and adapt core practices for instructional scaffolding? Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 132. doi: 10.1016/j.tate.2023.104206. Full text in Research Archive Show summary

  Scholars debate whether foregrounding core practices in teacher education will enable candidates not only to enact but also to adapt these practices to specific classroom contexts. This study investigated six candidates’ enactment and adaptation of three practices for instructional scaffolding—introduced through the use of video during coursework— as they implemented those practices in their language arts teaching during fieldwork. The findings showed that all six candidates enacted the practices with their students and made various adaptations suited to their respective classroom contexts. The study provides nuanced information for ongoing conversations about pedagogies for practice-based teacher education.

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• Brataas, Gøril; Schei, Jo Helge Ansnes & Aarre, Ane Krogsæter (2026). Erfaringer med anonym vurdering. Bedre Skole. ISSN 0802-183X. 2, p. 14–20. Full text in Research Archive Show summary

  Et forsøk fra Oslo kommune viser at anonym vurdering kan virke forstyrrende på læreres vurderingsarbeid. Mange erkjenner behovet for likere vurderingspraksis, men mener løsningen heller ligger i et tettere samarbeid på tvers av skoler.

• Mølstad, Christina Niemi; Løfblad, Åse Wedø; Brønstad, Odin Thune; Sønsthagen, Sigrun; Laski, Alona & Bergseth, Kristin Kathinka Due [Show all 50 contributors for this article] (2026). Skroting av lærernormen – basert på forskning? doi: https:/www.utdanningsnytt.no/barnehage-klasseledelse-laerernorm/skroting-av-laerernormen-basert-pa-forskning/469012?fbclid=IwY2xjawQ54sJleHRuA2FlbQIxMQBzcnRjBmFwcF9pZBAyMjIwMzkxNzg4MjAwODkyAAEe5-ESejbAANeW9iL_Yi5PFe-M92Cok76QgWJztVKEVMpy9_jpymhzgRro7ls_aem_NkB3gbl0zcVLQ8D6kE2ejQ. Full text in Research Archive Show summary

  Forslagene om å skrote lærernormen og fjerne øremerkede midler til toppbemanning i barnehage er på kollisjonskurs med profesjonsutøvernes fortellinger om knappe ressurser, og med forskningsbidrag i feltet.

• Magnusson, Camilla Gudmundsdatter; Jenset, Inga Staal; Blikstad-Balas, Marte & Brataas, Gøril (2025). Hvordan kan vi støtte elevene faglig ved bruk av strategiundervisning og modellering? Full text in Research Archive
• Selling, Alexander Jonas Viktor; Korbøl, Karsten; Brataas, Gøril & Nesje, Katrine (2025). Hva skal elevene lære? Om mål og faglige koblinger. Full text in Research Archive
• Jenset, Inga Staal & Brataas, Gøril (2024). Balancing attention to fine-grained teaching practices and the overall purpose of teaching when using a video library. Full text in Research Archive
• Klette, Kirsti; Jenset, Inga Staal & Brataas, Gøril (2023). Using Core Practices to Improve Connections between Theory and Practice in Teacher Education. Full text in Research Archive
• Jenset, Inga Staal & Brataas, Gøril (2022). Video as Instructional Tool: Facilitation Moves to Support Teacher Candidates' Ability to Notice and Reason. Full text in Research Archive
• Jenset, Inga Staal & Brataas, Gøril (2022). Video-Based Discussions in Teacher Education: Teacher Candidates’ Reasoning across Coursework and Fieldwork . Full text in Research Archive
• Jenset, Inga Staal & Brataas, Gøril (2022). Video-Based Discussions in Teacher Education: Teacher Candidates’ Reasoning across Coursework and Fieldwork. Full text in Research Archive
• Jenset, Inga Staal & Brataas, Gøril (2021). Facilitation to Support Reasoning in Teacher Education. Full text in Research Archive
• Brataas, Gøril & Jenset, Inga Staal (2021). Teacher Candidates’ Take up From a Campus Intervention: How teacher candidates enact scaffolding techniques in language arts during fieldwork. Full text in Research Archive
• Erdal, Silje Førland; Brataas, Gøril & Lunde, Mai Lill Suhr (2019). Elever som læringsstøtte for hverandre. Full text in Research Archive
• Jenset, Inga Staal & Brataas, Gøril (2002). Video as a Tool for Discussion: Teacher Candidates’ Reasoning across Coursework and Fieldwork. Full text in Research Archive
• Jenset, Inga Staal & Brataas, Gøril (2002). Video-Based Discussions in Teacher Education: Teacher Candidates’ Reasoning across Coursework and Fieldwork . Full text in Research Archive

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