Research – Classroom Research

Research field

In classroom research, the researcher will observe, investigate and analyse teaching and learning that is taking place in the classroom, and discuss the concepts of quality and creativity. The research group is oriented towards:

  • Quality and creativity in teaching and learning forms, as well as research on learning resources and learning processes that can contribute to the correlation between educational sciences, didactics and practical teaching work.
  • Theoretical perspectives on good teaching forms and quality concepts
  • What inhibits, promotes and develops a culture of quality in schools and education
  • The strategic choice of forms for teaching and assessment
  • Interaction between teacher and pupil, between pupils, in addition to the roles of teacher and pupil

Researchers and networks

The research group consists of researchers and educators from several disciplines at USN, related to various teaching programs, from master’s studies to basic education programmes. We collaborate with other research groups and institutions on individual publications. The group is led by Jannike Ohrem Bakke and Fride Lindstøl.

Activity and plans

The overall goal is — through classroom research — to shed light on the characteristics of quality and creativity in teaching.

The primary goal of the research group is to work on scientific publications, with the target group being students, teachers, teacher educators and researchers.

In the fall of 2018, the research group began work on three areas:

1. The quality of primary and lower secondary school teaching

  • Empathetic reading (Bueie, Bakke, Lindstøl, and Moe)
  • Mathematics didactics (Kverndock, Karlsen, Klaveness, and Lindstøl Fauskanger)
  • English didactics (Kverndokken, Burner, and Carlsen)

2. The quality of teaching in teacher education

  • The research programme “Det er lærer du skal bli ...” [The Teacher You’re Going to Be ...] (Bakke, Karlsen, Klaveness, Lindstøl, Bueie, and Moe, in collaboration with Madsen, Bjerkholt, Olsen, Ørbeck, and Kindeberg)

3. Teaching and dramaturgical analysis of lessons

  • Dramaturgical analyses – Theoretical scientific approach (Bakke and Lindstøl)
  • Dramaturgical models and concepts in teaching contexts (Lindstøl and Bakke).