- Course leader: Assessment and learning (PhD course, 2021-to date)
- Course leader: English Master program, Teacher Education (2019-to date)
- Head of the research team DiCE (2019-to date)
- Faculty advisor: Developing Doctoral Supervision (2017-to date)
- Head of the research team PASIE (2016-2019)
- Head of the research team Kompetanse for mangfold (2015-2019)
- Course leader: English 1 and English 2, Teacher Education, campus Drammen (2007-2013, 2017-2018)
- Course leader: English 2 professional development program (2015-2017)
- Course leader: English as an International Language, ITEPS (2015-2016)
- Course leader: English Education, PGCE (PPU) (2007-2011)
Libraries in Viken, Vestfold and Telemark can book the following talks for general audience.
Areas of interest:
English education, theories of learning, curriculum studies, assessment, second language acquisition, diversity, multilingualism, Cultural-Historical Activity Theory, interventionist research, research methods (quantitative, qualitative, mixed), school development, teacher professional development, doctoral supervision
English and English education
English, Norwegian as a second language, History
- 2016: Philosophiae doctor (professional article in Bedre Skole 4/2016)
- 2016: Professional development in Developing Doctoral Supervision
- 2007-2013: Professional development in pedagogy and mentoring
- 2004-2007: Professional development in History and assessment in EFL
- 2006: Postgraduate Certificate in Education
- 2005: Master's degree (professional article in Språk og språkundervisning 2/06)
- 2003: Bachelor's degree
- 2021-to date: Adjunct Professor (professor II), UiS
- 2017-to date: Full Professor, USN
- 2018-2020: Adjunct Professor (professor II), OsloMet
- 2015-2017: Associate Professor, USN
- 2013-2014: Visiting Scholar, QUT, Brisbane, Australia, w/Professor Val Klenowski
- 2011-2015: PhD Candidate, HBV/NTNU
- 2008-2012: Adjunct Assistant Professor (høgskolelektor II), HiT (online teaching)
- 2007-2011: Assistant Professor, HiBu
- 2007-2010: English teacher at various high schools
- 2006-2007: Teacher at Bjertnes senior high school (Norwegian, Social Science and English)
- 2004-2005: Teacher at Nordberg junior high school (Social Science and English)
- 2003-2005: Teacher at Rosenhof and Folkeuniversitetet Adult Education (Norwegian as a Second Language)
- 2003: Teacher at Sogn senior high school (English in vocational programs)
Professional tasks and memberships:
- deputy member of the Norwegian Association of Researchers' executive board (2022-to date)
- external member of the Equality and Social Inclusion Committee at the University of Tromsø (2021-to date)
- head of the Equality and Social Inclusion Committee at USN (2020-to date)
- member of local Work Environment Committee (AMU), campus Drammen (2019-to date)
- deputy member of the USN board (2019-to date)
- deputy member of PEDRES PhD program (2019-to date)
- co-author of Echo, English textbook for middle school (2020)
- guest co-editor of special issue on assessment, mentoring and teacher education, Nordic Journal of Education and Practice (2019)
- guest editor of special issue on diversity, Nordic Journal of Comparative and International Education (2018)
- member of the editorial board, Nordic Journal of Education and Practice (2017-to date)
- trade union representative and member of the local trade union board at USN (2011/2014-to date)
- member of the program committee, CIES Language Issues SIG (2016-2019)
- consultant for textbooks and national exams in junior high school (2016-2018)
- organizer and trainer for Council of Europe's Pestalozzi program (2015-2017)
- co-author of Global Visions, textbook for International English in senior high school (2017)
- member of the Equality and Social Inclusion Committee at former Buskerud University College (2011-2013)
- reviewer for 12 scientific journals, among others Language Teaching, Educational Action Research, Studies in Educational Evaluation and Asia Pacific Journal of Education
- guest speaker for the Directorate of Education and Training, kindergartens and high schools on topics such as school development, English language teaching in Norway, multilingualism, assessment etc.
- supervisor for 7 MA students writing 60 ECTS theses (all have graduated with good grades) and 5 PhD students (2 have defended their theses)
- 2021-to date: Evaluating the implementation of the new curriculum in schools, funded by the Directorate of Education
- 2019-to date: OpenEYE (Open Education for Young Europeans through History, Art and Cultural Learning), w/partners in Greece, Italy and Slovenia, funded by ERASMUS+
- 2017-2019: Implementing formative assessment through digital portfolios, w/HVL, funded by Norgesuniversitetet (now: Diku)
- 2011-2012 : DelPHE Iraq: Action research project in Iraqi Kurdistan, w/University of Duhok, funded by the British Council
- 2007-2010: Building ITEPS (International Teacher Education for Primary Schools), funded by the European Commission's lifelong learning program and ERASMUS
Burner, T. (2022). Assessments of and for LBC. In Reinders, H., Lai, C., & Sundqvist, P. The Routledge Handbook of Language Learning and Teaching Beyond the Classroom (pp. 286-296). Routledge.
Burner, T. & Svendsen, B. (2022). Social change through education: A Scandinavian approach. In Baikady R., Sajid S., Nadesan V., Przeperski J., Rezaul I., & Gao J. (eds.), The Palgrave Handbook of Global Social Change. Palgrave Macmillan.
Burner, T. & Carlsen, C. (2022). Teacher qualifications, perceptions and practices concerning multilingualism at a school for newly arrived students in Norway. International Journal of Multilingualism, 19(1), 35-49.
Bader, M., Iversen, S. H. & Burner, T. (2021). Students' perceptions and use of a new digital tool in teacher education. Nordic Journal of Digital Literacy, 16(1), 21-33.
Burner, T. and Osler, A. (2021). Language, citizenship and schooling: A minority teacher’s perspective. London Review of Education, 19(1), 7, 1-14.
Burner, T. & Svendsen, B. (2020). A Vygotskian perspective on teacher professional development. Education, 141(1), 11-21.
Burner, T. & Svendsen, B. (2020). Activity Theory - Lev Vygotsky, Aleksei Leont'ev, Yrjö Engeström. In Apkan, B. & Kennedy, T. J. (eds.), Science Education in Theory and Practice. An Introductory Guide to Learning Theory (pp. 311-322). Springer.
Burner, T., Bjerkholt, E., Gaathaug, A. V., Kleiven, S. & Ljoså, T. M. (2020). Doctorateness across higher education institutions in Norway. Uniped, 43(1), 3-18.
Tavakoli, E., Amirian, M. R., Burner, T., Davoudi, M. & Ghaniabi, S. (2019). Formative Assessment of Writing (FAoW): A confirmatory factor structure study. International Journal of Assessment Tools in Education, 6(3), 344-361.
Gillespie, A. & Burner, T. (2019). Principals' views on the implementation of grade-free middle schools in Norway: Justifications, challenges and opportunities. Nordic Journal of Education and Practice, 13(2), 21-38.
Burner, T. (2019). Assessment in secondary education (Norway). In Corsaro, W. & Hognestad, K. (eds.), Bloomsbury Education and Childhood Studies. Bloomsbury Academic.
Burner, T. (2019). Aligning assessment and learning using cultural-historical activity theory. Assessment Matters, 13(1), 91-112.
Burner, T., Carlsen, C. & Kverndokken, K. (eds.) (2019). 101 ways to work with communicative skills - Theoretical and practical approaches in the English classroom. Fagbokforlaget.
Burner, T. (2019). PhD revisited: Formative assessment of writing in English: A school-based study of perceptions, practices and transformations. In Rindal, U. & Brevik, L. M. (eds.), English didactics in Norway - 30 years of doctoral research, Chapter 4. Universitetsforlaget.
Bader, M., Burner, T., Iversen, S. H. & Varga, Z. (2019). Student perspectives on formative feedback as part of writing portfolios. Assessment & Evaluation in Higher Education, 44(7), 1017-1028.
Tavakoli, E., Amirian, M. R., Burner, T., Davoudi, M. & Ghaniabadi, S. (2018). Operationalization of formative assessment in writing: An intuitive approach to the development of an instrument. Taḥqīqāt-i kārburdī dar zabān-i ingilisī [Applied Research on English Language], 7(1), 265-290.
Burner, T., Skjelbred, T., & Aamaas, Å. (2018). Critical perspectives on perceptions and practices of diversity in education. Nordic Journal of Comparative and International Education, 2(1), 3-15.
Burner T. (2018). Why is educational change so difficult and how can we make it more effective? Research and Change, 1(1), 122–134.
Burner, T. (2018). Formative assessment in English. In Bøhn, H., Dypedahl, M., & Myklevold, G. A. (eds.), Teaching and learning English (pp. 248-265). Cappelen Damm Akademisk.
Burner, T., Madsen, J., Zako, N., & Ismail, A. (2017). Three secondary school teachers implementing student-centered learning in Iraqi Kurdistan. Educational Action Research, 25(3), 402-419.
Burner, T., & Biseth, H. (2016). A critical analysis of an innovative approach: A case of diversity in Norwegian education. SAGE Open. Special issue on student diversity, 1-11.
Burner, T. (2016). Ethical dimensions when intervening in classroom research. Problems of Education in the 21st century, 73, 18-26.
Burner, T. (2016). Formative assessment of writing in English as a foreign language. Scandinavian Journal of Educational Research, 60(6), 626-648.
Burner, T. (2015). Processes of change when using portfolios to enhance formative assessment of writing. Assessment Matters, 9(2), 53-79.
Burner, T. (2014). The potential benefits of portfolio assessment in second and foreign language writing contexts: A review of the literature. Studies in Educational Evaluation, 43(4), 139-149.
Burner, T. (2011). English – so much more than Great Britain and the USA. Communicare, 1, 14-16. National center for foreign languages in education. Østfold University College.
For a complete list of publications, see Cristin