Tony Burner


Fakultet for humaniora, idretts- og utdanningsvitenskap
Institutt for språk og litteratur
Campus Drammen (5609)
My main research interests are English education, classroom assessment, R&D work (including formative interventions), diversity/multilingualism and teacher mentoring/teacher professional development. I wrote my PhD dissertation on formative assessment of writing in English. I have published scholarly articles about student-centered learning, writing assessment, portfolio assessment, peer assessment, classroom management and diversity/multilingualism, in addition to book chapters about formative assessment in foreign languages, multilingualism, classroom observation techniques, and teacher mentoring in the context of English language teaching. Currently, I work as a Professor of English at the University College of Southeast Norway.


  • Faculty advisor: Developing Doctoral Supervision (2017-to date)
  • Head of the research team PASIE (2016-to date)
  • Head of the research team Kompetanse for mangfold (2015-to date)
  • 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)


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
English and English education
Subject areas:
English, Norwegian as a second language, History



Work experience:

  • 2017-         : Professor, USN
  • 2015-2017: Associate Professor, USN
  • 2013-2014: Visiting Scholar, QUT, Brisbane, Australia, w/Professor Val Klenowski
  • 2011-2015: PhD Candidate, HBV/NTNU
  • 2008-2012: Assistant Professor 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:


  • 2017-          : Implementing formative assessment through digital portfolios, w/HVL, funded by Norgesuniversitetet
  • 2015-          : Kompetanse for mangfold Buskerud, Telemark and Vestfold
  • 2016-2017 : Ungdomstrinn i utvikling, Buskerud
  • 2011-2015 : Formative assessment of writing in English (PhD)
  • 2011-2012 : DelPHE Iraq: Action research project in Iraqi Kurdistan, w/University of Duhok, funded by the British Council
  • 2009-2011 : Veiledning for nyutdannede lærere
  • 2008-2011 : Utvikling av samarbeidsformer mellom universitets- og høyskolesektoren og skole- og barnehageeier (project leader 2009-2011)
  • 2007-2010: ITEPS (International Teacher Education for Primary Schools)
  • 2004-2005: The teaching and learning of English grammar (MA)

Popular press and interviews:


Recent publications:

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., & Carlsen, C. (2017). English instruction in introductory classes in Norway. In Kverndokken, K., Askeland, N., & Siljan, H. H. Quality and creativity in the classroom - Different perspectives on teaching [Kvalitet og kreativitet i klasserommet - Ulike perspektiver på undervisning], pp. 193-208. Bergen: Fagbokforlaget.

Burner, T. (2016). Ethical dimensions when intervening in classroom research. Problems of Education in the 21st Century, 73, 18-26.

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.


For a complete list of publications, see Cristin