Ann-Thérèse Arstorp

Ann-Thérèse Arstorp

Professor
Department of Educational Science
Faculty of Humanities, Sports and Educational Science
Campus Drammen
+47 35 95 25 69 / +47 904 12 889
Ann-Thérèse teaches and researches within the field of professional digital competence (PDC) in teacher education.

Responsibilities

Areas of interest:

  • comparative studies of Scandinavian teacher education (has particular expertise on Norwegian and Danish teacher education)
  • policy studies in teacher education
  • tensions between policy/politics and practice
  • future classroom labs
  • conceptualizations of professional digital competence (PDC)
  • the development of teacher and student roles
     

New projects:

Participates in the research groups:

Supervision:

  • Master students
  • PhD students
     

Reviewer for

CV

  • Professor - University of South-Eastern Norway (2021 - present), 100%

  • Associate professor - University of South-Eastern Norway (2019-2021), 100%

  • Associate Professor - University College Østfold (2018-2020), 20%

  • 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, Olofsson, A. D., Lindberg, O. J. (2024). Professional digital competence in teacher education – where are we, where are we headed and how to get there?, Teachers and Teaching - theory and practice, 30(4), p. 395–399, DOI: 10.1080/13540602.2024.2379845

Arstorp, A-T. (2024). 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, 30(4), p. 545-562, DOI: 10.1080/13540602.2024.2313636

Kelentric, M., Helland, K., & Arstorp, A. (2024). Rammeverk for lærerens profesjonsfaglige digitale kompetanse, 2. utg., Utdanningsdirektoratet.

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