Ann-Thérèse Arstorp

Ann-Thérèse Arstorp

Professor
Faculty of Humanities, Sports and Educational Science
Department of Educational Science
Campus Drammen (4226)
+47 35 95 25 69 / +47 904 12 889
I have a background in Danish teacher education where I did my PhD. In Norway, I have been involved in policy making for Norwegian teacher education as well as research and teaching. I am always interested in making new connections, so don't hesitate to reach out. At the senter of my academic interests are teachers' professional digital competence (PDC) such as: - conceptual development of PDC - policy studies on PDC - historical perspectives on teacher education and PDC - Scandinavian teacher education, particular Danish and Norwegian - learning in digital environments - developing MOOCs - professional development Reviewer for - Teachers and Teaching: Theory and Practice - Nordic Journal for Digital Literacy - Science Fund of the Republic of Serbia - Acta Didactica Norge - Cogent Education - Uniped - Norsk pedagogisk tidsskrift

Responsibilities

Teamleader, Professional digital competence team connected to a new master.

Member of the research groups LÆDIME, Learning, Learning Design and Digital media.

Member of the research group Studies in Education Policy and Education Practice (SEPP).

Member of the research group Studies of the teaching profession, teacher education and education policy (TEPEE) at OsloMet/USN.

Authored Framework for Professional Digital Competence, a national guiding document for Teacher Education.

My PhD examined the tensions between the political expectations for digital technology used in teacher education juxtaposed to the actual use in teacher education from the perspective of the educator, by applying ethnographic methods.

CV

 

  • Professor - University of South-Eastern Norway (2021 - present)

  • Associate professor - University of South-Eastern Norway (2019-2021)

  • Associate Professor - University College Østfold (2018-2020)

  • Researcher, PhD - Norwegian Directorate for Education and Training (2018-2019)

  • Researcher, PhD - Norwegian Centre for ICT in education (under the Ministry of Education) (2016-2018)

  • Assistant professor, PhD - University College UCC (2015)

  • PhD fellow in Technological Literacy in Teacher Education, Aarhus University, Denmark (2012-2015) 

  • Assistant professor - University College UCC (2009-2012)

  • Research Assistant, Aarhus University, Denmark (2008-2009)

  • Student Assistant, Learning Lab Denmark, Aarhus University, Denmark (2006-2007)

  • Teacher in primary and lower secondary schools, Denmark (1998-2004)

Publications

Arstorp, A-T. (in press). Tensions Between the Political, Institutional, and Project Levels When Developing Professional Digital Competence in Teacher Education. A Cultural Historical Activity Theory Analysis of Inhibiting and Facilitating Factors. Teachers and teaching: Theory and Practice.

Arstorp, A-T. (2024). Lærerrollen i forandring. Asymmetriske og symmetriske lærerroller [Changes to the teacher's role. Asymmetrical and symmetrical teacher roles]. I: Stenseth, T. & Oddvik, M. (red.), Læring og undervisning i en digital verden, Gyldendal Akademiske, p. 109-130.

Arstorp, A-T. (2023). Norwegian Professional Digital Competence and Danish Technology Comprehension in Teacher Education – Two Peas in a Pod?I: Willersmark, S., Anders D. Olofsson & Lindberg, O., Digitalization and Digital Competence in Educational Context: A Nordic Perspective from Policy to Practice. Routledge, p. 15-27. DOI:10.4324/9781003355694-3

Arstorp, A-T. (2023). Digital Competence in Norwegian and Danish Teacher Education – representing an ontological turn?ICERI2023 Proceedings, p. 1305.

Arstorp, A-T. (2022). Digital technology as a discursive artefact in Norwegian Teacher Education policy. Norsk Pedagogisk Tidsskrift, 106(5), p. 408-421. DOI: https://doi.org/10.18261/npt.106.5.3

Arstorp, A-T. (2022). Student assistants in Future Classroom Labs moving between figured worlds and becoming a resource for developing professional digital competence in teacher education? Nordic Journal for Digital Literacy, 17(1). DOI: https://doi.org/10.18261/njdl.17.2.4

Arstorp, A-T. & Røkenes, F. M. (2022). Extended editorial. Special issue on Teacher professional digital competence in Norwegian Teacher Education. Nordic Journal for Digital Literacy, 17(1). DOI: https://doi.org/10.18261/njdl.17.1.1

Arstorp, A-T (2021). 25+ years of ICT in policy documents for teacher education in Norway and Denmark (1992 to 2020): a study of how digital technology is integrated into policy documents. Education Inquiry, 12(4), p. 365-389. DOI: https://doi.org/10.1080/20004508.2021.1972594

Olofsson, A. D.; Lindberg, O. J.; Pedersen, A. Y.; Arstorp, A-T; Dalsgaard, C.; Einum, E.; Caviglia, F.; Ilomäki, L.; Veermans, M.; Häkkinen, P.; Willermark, S. (2021). Digital competence across boundaries - beyond a common Nordic model of the digitalisation of K-12 schools? Education Inquiry, 12(4), p. 317-328. DOI: https://doi.org/10.1080/20004508.2021.1976454

Arstorp, A-T. (2020, 2. utg.) Hva er lærerens profesjonsfaglige digitale kompetanse? I:101 Digitale grep for økt profesjonsfaglig digital kompetanse - om didaktikk for anvendelse av digitale læringsressurser i fagene, Tor Arne Wølner (red.), Fagbokforlaget.

Arstorp, A-T. (2018) Future Classroom Labs in Norwegian Pre-service Teacher Education. In: Wu TT., Huang YM., Shadiev R., Lin L., Starčič A. (eds) Innovative Technologies and Learning. ICITL 2018. Conference proceedings. Springer, Cham, p. 288-292.

Kelentric, M., Helland, K., & Arstorp, A-T. (2017). Framework for Professional Digital Competence, Center for ICT in Education. 

Arstorp, A-T. (2015) Teknologi på læreruddannelsen - en forestillet eller en realiseret praksis? En virksomhedsteoretisk analyse af objekter, motiver og rettetheder på samfunds- institutions- og undervisningsniveau. [Technology in Teacher Education - an imagined or an actual practice?], Faculty of Arts, Aarhus University, Denmark, Ph.D dissertation.

Arstorp, A-T. & Schrøder, V. (2012) Læreres teknologiforståelse: anskueliggjort gennem fire teknologi-perspektiver, I: Hasse, C. & Søndergaard, K. D. (2012). Teknologiforståelse på skoler og hospitaler, Aarhus Universitetsforlag, p. 43-63.

Publications in Cristin