Public Defence: Selma Dzemidzic Kristiansen

Selma Dzemidzic Kristiansen will defend her PhD degree in Pedagogical Resources and Learning Processes. The thesis is about how to use face-to-face promotive interactions as resources to strengthen mutually responsive engagement and social inclusion within cooperative learning processes.

29 Apr

Practical information

  • Date: 29 April 2024
  • Time: 10.00 - 15.00
  • Location: Drammen, Auditorium A5508 and Zoom
  • Download calendar file

    • Join virtually: Zoom 

    Program 

    Kl. 10.00. Trial: Drawing on your study’s literature review and research findings, describe a potential school training program to develop FtFPI, including the teacher’s role and student skills needed. Discuss the rationale for the program and how it differs from a CL program in general.

    Kl. 12.00. Public Defense: Exploring pupils’ face-to-face promotive interaction in co-learning classroom context. The case of Bosnia and Herzegovina

    Evaluation committee

    • First opponent: Professor Peter Blatchford, University College London
    • Second opponent: Professor May Britt Postholm, NTNU
    • Administrator: Professor Janne Madsen, University of South Eastern Norway

    Supervisors

    • Main Supervisor: Professor emerita Berit Helene Johnsen, Universitetet i Oslo 
    • Co-Supervisor:  Professor Tony Burner, University of South Eastern Norway

    Defence Leader

    Professor og Vice Dean for Research at the Faculty for Humanities, Sports and Educational Science, Tine Sophie Prøitz

Selma Dzemidzic Kristiansen will defend his PhD degree in Pedagogical Resources and Learning Processes. The doctoral work has been carried out at the Faculty of Humanities, Sports, and Educational Science.

You are welcome to follow the trial lecture and the public defence on campus. Join virtually: Zoom (link will folllow)

Summary

The current thesis responds to the need for socio-dynamic interaction skills grounded in cooperation, aiming to promote active engagement in education and social inclusion, in line with global education trends. In the Bosnia and Hercegovina research context, the thesis offers insight into how pupils and teachers from two primary schools perceive and employ face-to-face promotive interactions as resources to strengthen mutually responsive engagement and social inclusion within cooperative learning processes. 

Selma Dzemidzic Kristiansen

For this reason, the thesis sheds light on recognizing and turning detected challenges regarding interpersonal behaviours and supportive communication into socially responsive resources for education needs and quality education. The findings have indicated the need for face-to-face prosocial functional knowledge and continuity in engaging across socially responsive practices between co-learners as coagents in the diverse social and learning reality of inclusive classroom communities. The current thesis draws out the implications for classroom practice in teaching integrated academic and social learning by strengthening face-to-face promotive interaction skills for co-learners who are becoming coagents in cooperative learning schools.

The thesis calls for a more in-depth rethinking of the quality of human and social values by which co-learners engage, relate and socially respond face-to-face to the demands of quality schools as co-agents of social inclusion in the 21. century education.