Tony Burner


Fakultet for humaniora, idretts- og utdanningsvitenskap
Institutt for språk og litteratur
Campus Drammen (5609)
My professorship is based on the following four research areas: formative assessment; student-centered/democratic learning; school development/interventionist research; diversity/multilingualism. I have co-authored the textbook Global Visions (2017) for Vg2/Vg3 International English, co-edited 101 Ways to Work with Communicative Skills: Theoretical and Practical Approaches in the English Classroom (2019), co-authored the textbook Echo (2020) for middle schools, and co-authored Faglærer i grunnskolen (2021) where the target group is teacher education.


  • Course leader: Assessment and learning (PhD course, 2021)
  • Course leader: English Master program, Teacher Education (2019-to date)
  • Co-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 education
English and English education
Subject areas:
English, Norwegian as a second language, History



Work experience:

  • 2021-to date: Professor II, UiS
  • 2017-to date: Full Professor, USN
  • 2018-2020:    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:


  • 2021-to date: EvaFag 2025 - Evaluering av Fagfornyelsen, funded by the Ministry of Education and Training (UDIR) (8 mill NOK)
  • 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+ (2.5 mill NOK)
  • 2017-2019: Implementing formative assessment through digital portfolios, w/HVL, funded by Norgesuniversitetet (now: Diku)
  • 2015-2018 : Kompetanse for mangfold Buskerud, Telemark and Vestfold, funded by the Ministry of Education and Training (UDIR)
  • 2016-2017 : Ungdomstrinn i utvikling, Buskerud, funded by the Ministry of Education and Training (UDIR)
  • 2011-2015 : Formative assessment of writing in English (PhD), funded by Buskerud University College (HiBu) and the Norwegian National Research School in Teacher Education (NAFOL)
  • 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, funded by the Ministry of Education and Training (UDIR)
  • 2008-2011 : Utvikling av samarbeidsformer mellom universitets- og høyskolesektoren og skole- og barnehageeier (project leader 2009-2011), funded by the Ministry of Education and Training (UDIR)
  • 2007-2010: Building ITEPS (International Teacher Education for Primary Schools), funded by the European Commission's lifelong learning program and ERASMUS 
  • 2004-2005: The teaching and learning of English grammar (MA), funded by the University of Oslo (UiO)

Popular press, interviews and selected public disseminations:


Selected publications:

Burner, T. & Svendsen, B. (2021). Faglærer i grunnskolen. Fagbokforlaget.

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. 

Burner, T. & Carlsen, C. (2019). Teacher qualifications, perceptions and practices concerning multilingualism at a school for newly arrived students in NorwayInternational Journal of Multilingualism. Published online 2019.

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. (2019). Vurdering. In Postholm, M., Haug, P., Munthe, E. & Krumsvik, R. J. (eds.), Lærer i skolen 5-10. Lærerarbeid og læringsmiljø (pp. 297-312). Cappelen Damm Akademisk.

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., & Carlsen, C. (2017). English instruction in introductory classes in Norway. In Kverndokken, K, Askeland, N. & Siljan, H. H. (eds.), Kvalitet og kreativitet i undervisningen – ulike perspektiver på undervisning (pp. 193-208). Fagbokforlaget.

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.

Bueie, A., & Burner, T. (2014). Demokratisk vurdering i skolen. In Madsen, J. & Biseth, H. (eds.), Må vi snakke om demokrati? Om demokratisk praksis i skolen. Universitetsforlaget.

Burner, T. (2014). Formativ vurdering i språkopplæringen. In Bjørke, C., Dypedahl, M., & Myklevold, G. A. (eds.), Fremmedspråksdidaktikk (pp. 234-247). Cappelen Damm Akademisk.

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.

Burner, T. (2011). School-based communities for learning and research. FoU i praksis, 5(1), 29-45.

Burner, T., Baraas, R. C., & Falkenberg, H. K. (2011). Studentaktive vurderingsformer i norsk lærer- og optometriutdanning. Uniped, 34(1), 44-57.

Burner, T. (2006). Is the teaching of English grammar neglected in today’s foundation course? Språk og Språkundervisning, 2, 9-13.


For a complete list of publications, see Cristin