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Tracey Lavalette is a Research Fellow and PhD candidate at the University of Oslo's Department of Teacher Education and School Research, affiliated with the Faculty of Educational Sciences. Her research focuses on educational sociology and social inequality in schools, with a particular emphasis on equity-oriented teacher noticing. She holds a Master's in Pedagogy (2023) and has extensive prior experience as a teacher in lower secondary education and adult education (2014–2021). Education Background: Master's in Pedagogy (2023), University of Oslo Practical-Pedagogical Education with Norwegian and Social Studies Didactics (2014), University of Oslo Research Interests: Tracey investigates how teachers develop equitable practices through noticing and pedagogical reflection. Her work integrates sociological perspectives to address systemic educational inequalities, particularly in teacher training and curriculum design. She advocates for inclusive methodologies that bridge theory and practice in educational settings. Key Contributions: Her recent publications (2024) synthesize literature on equity-oriented teacher noticing, emphasizing its role in fostering inclusive classrooms. These studies highlight methodological innovations in scoping reviews and literature analysis. Professional Background: Doctoral Research Fellow since [start year not specified] Prior teaching roles: Norwegian/social studies teacher (secondary education) and educator for Norwegian language learners in vocational programs

• Educational Sociology
• Social Inequality in Schools
• Teacher Education
• +3 more

Agnieszka Malgorzata Moraczewska is Assistant Professor at University of Inland Norway's Department of Scandinavian Languages and Literature. Her research examines how students' and teachers' linguistic repertoires contribute to development of subject knowledge, language skills, and identity formation in multilingual educational contexts. Research specialties: Pedagogical translanguaging strategies Cross-linguistic awareness development Bilingual instructional scaffolding Multilingual classroom practices Epistemic inclusion frameworks She holds a master's degree in Didactics of Cultural and Language Subjects from Inland University College (2017) and previously served as lecturer in Norwegian at the same institution (2016-2019), specializing in Norwegian as a second language and language didactics. Her work spans teacher education programs and Norwegian language courses for international students.

• Multilingual Education
• Pedagogical Translanguaging
• Language Acquisition
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Nahum Welang is an Associate Professor of English Literature/Culture and Didactics at Nord University, Norway. His work bridges literary studies with cultural analysis, focusing on American literature, pandemic narratives, and transnational identities. He teaches courses including British Literature and Culture , American Literature and Culture , and Language, Text and Culture in the English-speaking World . His research explores intersections between Black female authorship, pandemic representation, and popular culture. Notable works include The Affirmative Discomforts of Black Female Authorship (2023) and Cultural Appropriation or Cultural Appreciation? (2022). His recent publications analyze Zora Neale Hurston's Barracoon , Claude McKay's works, and Beyoncé's visual albums. He frequently examines how literary and visual art forms reinterpret historical traumas and contemporary social issues. Welang's articles often blend textual analysis with cultural theory, addressing themes like transnationalism, critical media literacy, and masculine identity. He maintains active research collaborations through membership in Nord University's Humanities, Education and Culture Research Group and the University of Bergen's Aesthetic and Cultural Studies group. His scholarly output spans monographs, edited volumes, and peer-reviewed journals such as Journal of Popular Culture and Open Cultural Studies . Current research trends emphasize pandemic narratives' role in shaping modern cultural discourse and reinterpreting marginalized histories through literary frameworks.

• Popular Culture
• American Literature
• Pandemic Studies
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Dr. Saeed Karimi Aghdam Ordaklou is an Associate Professor of English Language and Didactics at the Faculty of Education and Arts, Nord University, Norway. His academic career is rooted in applied linguistics, with a focus on second language acquisition, educational psychology, and dynamic systems theory. PhD in Applied Linguistics (Second Language Acquisition), University of Jyväskylä, Finland MA in English Language Teaching, Azarbaijan Shahid Madani University, Iran B.A. in English Language & Literature, University of Tabriz, Iran Professional Teacher Education, JAMK University of Applied Sciences, Finland His research synthesizes Vygotsky’s cultural-historical psychology, dynamic systems theory, and dialectical frameworks to explore second language development in sociocultural contexts. Key themes include L2 writing, complexity-accuracy-fluency dynamics, and interdisciplinary theoretical integration. Recent publications emphasize dynamic systems theory applications, digital mediation in multilingual writing, and the sociocultural dimensions of language learning. He has also guest-edited special issues addressing theoretical dialogues in applied linguistics. Dr. Karimi Aghdam has taught in Iran, Finland, and Norway, and holds teaching qualifications from the UK, Finland, and Norway. He actively collaborates with international scholars and has held visiting researcher roles at UC San Diego, Penn State, and the University of Southern Denmark.

• Cultural-Historical Psychology
• Second Language Acquisition
• TESOL
• +8 more

Jonas Bakken is a Professor of Norwegian Didactics at the Department of Teacher Education and School Research, University of Oslo. His work bridges rhetoric, children's literature, and sustainable development education through innovative didactic approaches. As academic director of the Associate Professorship Program, he shapes teacher education and curriculum design. Research Interests: Norwegian language arts, rhetoric integration in education, ecocriticism, multicultural narratives, and bilingual pedagogy. Projects: Evaluation of bilingual education (ETOS), Linking Instruction and Student Experiences (LISE), Scandinavian Narratives of Guilt and Privilege (Scanguilt), Minority Literary Voices in Scandinavia. Publications span textbook analysis, rhetorical strategies in Sámi literature, CLIL education equity, and oral creativity pedagogy. His recent works focus on task culture conflicts and curriculum renewal in Norwegian language arts.

• Norwegian Didactics
• Rhetoric
• Children's Literature
• +7 more

Marion Elisenberg is an Assistant Professor in the Department of Language, Literature and Culture at Østfold University College's Faculty of Education. She teaches Norwegian subjects across multiple teacher education programs including primary school teacher training, kindergarten teacher training, master's in special education, and continuing education for teachers within competence for quality development. Her educational background includes: University Pedagogy (2011) - Østfold University College Master in Nordic Didactics (2009) - University of Oslo Norwegian 3 (2005) - Østfold University College Norwegian 2 (2004) - Østfold University College Special Education 2 (2002) - Østfold University College Counseling and Social Education (1997) - Oslo University College General teacher education (1981) - Hamar Teacher Training College Ex. Phil. (1973) - University of Bergen Dr. Elisenberg's research focuses on language and literature didactics, with particular emphasis on sustainable development in literature education, transitions between educational levels, multilingual classroom practices, and digitalization in elementary education. Her work explores how literary texts, especially children's literature and graphic novels, can serve as tools for identity development, environmental awareness, and social understanding. She investigates pedagogical approaches that bridge the gap between primary and secondary education, examining how literature instruction can be made more continuous across these transitions. Her recent publications demonstrate a strong focus on sustainability in literature education, with multiple articles examining how teachers incorporate sustainable development goals into their literature work. She also has significant work on class analysis in contemporary literature, particularly through Maria Navarro Skaranger's novel "Emily Forever." Another key thread in her research involves the use of graphic novels, especially Nora Dåsnes' "Ti kniver i hjertet," to explore identity formation and the relationship between form and content in visual storytelling. Her scholarship consistently addresses practical classroom applications while engaging with theoretical frameworks in literary studies and education. Dr. Elisenberg is actively involved in research groups focusing on Literature and Narrativity, Multilingual upbringing and education, and Young children and early childhood education. Her collaborative work, particularly with Camilla Häbler, has produced numerous publications addressing key challenges in contemporary literature education.

• Language and literature didactics
• Instruction
• Digitalization in elementary education
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Julie Casoli Uvsløkk is a PhD candidate in English and Foreign Language Didactics affiliated with the Linking Instruction and Student Experiences (LISE) project at the University of Oslo since 2020. Previously, she worked as a part-time lecturer (PPU) in English didactics and foreign language didactics, with a focus on French subject didactics. Her career includes roles as a publishing editor for foreign languages at Aschehoug Education (2018–2020) and secondary school teacher in Oslo (2010–2018). Education: Master's Degree in Foreign Languages in School (French), Østfold University College (2018) Practical-Pedagogical Education (PPU), English and French Didactics, University of Oslo (2010) Bachelor's Degree in English Language, Literature and Culture with French minor, Université Nancy 2 (2005) Her research focuses on intercultural competence in language education, particularly in English and French classrooms. She investigates pedagogical strategies for integrating intercultural competence into teaching practices and curriculum design, emphasizing classroom research and subject didactics. The two recent articles highlight her expertise in intercultural competence , language instruction , and longitudinal classroom studies , with methodologies ranging from comparative analyses to video-based observations.

• English didactics
• Foreign language didactics
• Intercultural competence
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Xavier Llovet Vila is an Associate Professor in the Department of Foreign Languages at the University of Bergen . With a PhD in Spanish Didactics (2016) and an MA in Teaching Spanish as a Foreign Language (Universitat de Barcelona), he has extensive international teaching experience across institutions like Columbia University and the Norwegian School of Economics. Research Focus: Teacher cognition, communicative language teaching, curriculum reform (LK20), oral skill development, and intercultural competence. Publications: Over 15 peer-reviewed articles, lectures, and monographs analyzing the alignment of didactic practices with modern educational frameworks in Norway and Sweden. Scientific Recognition: Awarded the ASELE Prize for best PhD thesis in 2016.

• Spanish Didactics
• Teacher Cognition
• Communicative Language Teaching
• +3 more

Annika Mörte Alling is an Associate Professor of French Literature at Østfold University College. She holds a PhD (2003) and Docent/Habilitation (2015) from Lund University, Sweden. Her research focuses on 19th-century French novels, particularly Stendhal, Balzac, and Flaubert, emphasizing themes like space, emotions, and literature’s role in education. She co-edited Literature and the Making of the World (2022) and led the Literature in Context project within ELLA (Education Literature Language). Education: PhD in French Literature (Lund, 2003), Master of Philosophy (Lund, 1995), studies at Université de Provence (1993-1994) and University of Sussex (1989-1991). Research Interests: 19th-century French novels, literary space, emotions in literature and teaching, comparative literature, and reception studies. Current projects include analyzing student readings of Modiano and Vargas through narrative theory and coordinating a volume for Revue Stendhal . Publications include over 20 articles and book chapters on topics like narrative endings, mimetic desire, and the reception of French literature in Scandinavia. Awards include the Vetenskapssocieteten doctoral thesis prize and the Uno Lindgrens Prize. Affiliations: Scientific committee member of Revue Stendhal and Modern Språk , representative for Østfold in the National Romance Languages & Literature Organization.

• French Literature
• 19th-Century Literature
• Literary Theory
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Sigrid Johanna Håheim Ørevik is an Associate Professor at the Department of Foreign Languages , University of Bergen. Her work focuses on multimodal text analysis in English education, genre theory, and assessment frameworks. Position: Associate Professor Email: sigrid.orevik@uib.no Research Groups: POTENT – Post-Truth English Teaching Research interests include: Multimodal pedagogies Genre patterns in EAL materials Assessment of student multimodal texts Digital learning resources Vocational English teaching Recent publications (2021–2025) explore: Multimodal design principles Agency in semiotic work Curriculum coherence challenges Remediation of digital resources Long-term genre stability in exams She contributes to the POTENT research group and collaborates internationally on multimodal English learning projects.

• Multimodal Text Analysis
• English as a Second Language (EAL) Education
• Genre Theory in Pedagogy
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Roar Bakken Stovner is an Associate Professor at the Department of Primary and Secondary Teacher Education within the Faculty of Education and International Studies at Oslo Metropolitan University (OsloMet), where he also serves as Head of Studies - Area of Responsibility 2. His academic career at OsloMet began as an Assistant Professor (2021-2023) before his promotion to Associate Professor in 2023. Prior to his university position, he worked as a teacher in lower and upper secondary schools in Oslo (2012-2018) and completed his PhD at the University of Oslo (2016-2020). He holds a Master of Science and Technology from NTNU (2007-2012) with a thesis on applied computational topology. Stovner's research spans several interconnected domains within educational science: Developing methodologies for describing and measuring teaching quality across multiple classrooms, with special emphasis on mathematics education Metascience research examining how citation practices distort findings and confer unwarranted authority to claims in educational research Creating programming tools for educational research, including the gptworkr package for text analysis in R using ChatGPT His scholarly work focuses on classroom research, mathematics education, mathematical competencies, metascience, and citation analysis. He actively participates in research groups focused on Classroom Research and Task Design in Mathematics Education, and leads significant involvement in the Teacher Education Panel Study (TEPS), a comprehensive longitudinal study examining teacher education implementation in Norway. Stovner's recent publications demonstrate substantial engagement with contemporary issues in educational research methodology, AI applications in education, and critical examination of scientific practices. His work on the EDUCATE project has produced influential reports on algorithmic thinking in mathematics education across different grade levels and exploratory teaching approaches in upper secondary education. His contributions to educational discourse include conference presentations, book chapters, and practical resources for teacher education, such as "Bedre masterskriving – en bok for lærerstudenter" (Better Master's Writing - A Book for Teacher Students), which supports academic writing development among future educators.

• Mathematics Education
• Metascience
• Classroom Research
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Henning Fjørtoft is a Professor of Norwegian subject didactics at NTNU's National Center for Writing Education and Writing Research. His work bridges educational policy, teacher training, and international research collaboration. He holds a PhD in Nordic literature from NTNU and has extensive experience in primary, secondary, and vocational education. Currently leads the NFR-funded 'Going gradeless' project (2020-2025) and chairs the editorial board of the Nordic Journal of Education and Practice. Participates in research networks like AERA Division H and ICSEI. Education: PhD in Nordic Literature (NTNU), Teacher Education Key Projects: Leading 'Going gradeless', collaborating with Udir on assessment reforms, steering the PLAC research group Editorial Roles: Nordic Journal of Education and Practice (Editor-in-Chief), Assessment in Education, Educational Assessment Research interests focus on assessment innovation, literacy development, and school improvement. Has authored/co-authored over 50 publications since 2011, emphasizing multimodal assessment, grading alternatives, and disciplinary literacy across subjects like religious education and vocational training. Active in policy advisory roles for Norway's Ministry of Education and the Professional Council for Teacher Education 2025. His work addresses systemic challenges in education through participatory methods, advocating for authentic assessment practices and bridging theory/practice gaps. Coordinates doctoral training programs (NAFOL) and develops online resources for teachers on assessment and literacy.

• Norwegian subject didactics
• Educational Assessment
• Literacy (Reading and Writing)
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Kristin Bergaust serves as Professor at Oslo Metropolitan University within the Faculty of Technology, Art and Design's Department of Aesthetic Subjects, specializing in Drama and Theater Communication. Appointed in 2008, she previously held a part-time professorship at the University of Agder's Faculty of Art from 2015-2017. Her academic foundation includes: Visual Arts education from the State Academy of Fine Arts Cand.mag degree in Literature and Language Bergaust's research critically examines art-technology intersections through ecological and social lenses. She pioneers work in digital media, video, and sound within media art, contemporary art, and relational aesthetics frameworks. Her focus on environmental sustainability manifests in projects like "Oslofjord Ecologies" and "FeLT," which investigate living technologies and fjord ecosystems through artistic research methodologies. This work bridges creative practice with urgent socio-ecological concerns. Analysis of her 16 scientific publications reveals consistent interdisciplinary exploration across art-science-technology domains. Key trends include bioart applications, unconventional computing approaches, and feminist perspectives on sustainable tech development. Her publications demonstrate growing emphasis on ecological crisis response through artistic intervention, particularly in marine environments and swarm robotics applications. Bergaust founded and directed Atelier Nord media lab for artists in Oslo, establishing critical infrastructure for media art since the 1990s. She currently leads the "FeLT- Futures of Living Technologies" project investigating human-organism-machine interactions, while actively participating in research groups including "Art – Practice – Research" and "Creative Practice – Interventions in Space, Place and Environment." Her work extends to major platforms like the Oslofjord Triennale and EU Green Week initiatives.

• Art and Technology
• Ecological Art
• Socially Engaged Art
• +6 more

Synne Ytre Arne is an Associate Professor at NLA University College in Bergen, specializing in Norwegian literature and pedagogy within teacher education. Her research spans phenomenological literary analysis, intermediality, digital competence, and sustainability in education. PhD in General Literary Studies (2014-2019), University of Bergen Master's and Bachelor's in French and Literary Studies Postgraduate pedagogical training Research focuses on Marcel Proust's works, intermediality in children's literature, and pedagogical approaches to reading, media, and sustainability. Articles explore theatricality, perception, and ethical dimensions in literature. Recent publications include analyses of Dag Solstad's youth literature, Rousseau's philosophical intersections with sustainability, and intermedial aesthetics in Proust's narratives. Teaching emphasizes literary didactics and future-oriented educational practices.

• Digital Competence
• Phenomenology
• Basic Skills
• +8 more

Professor Eli Bjørhusdal is a faculty member at the Institute of Language, Literature, Mathematics and Interpreting of Western Norway University of Applied Sciences (HVL) in Sogndal, Norway. She specializes in language didactics, language policy, and minority language education, with a strong emphasis on sociolinguistics and educational linguistics. Research Interests: Language didactics and language learning Language policy and management, especially in schools Minority language education and rights Sociolinguistics and language sociology Literacy and grammar in educational contexts Methodological issues in text and document analysis Her work bridges theoretical frameworks in sociolinguistics with practical applications in educational policy and classroom practice. She explores how language planning and policy are enacted in schools and how minority languages are supported within the Norwegian education system. Recent Publications (2025): All five upcoming publications focus on language policy and planning in educational settings, particularly concerning minority language rights, the role of stakeholders in language governance, and the development of Nynorsk across the lifespan. Teaching: Professor Bjørhusdal teaches at the master's level, including courses such as Language and Language Didactics , Project Preparation Course , and Master's Thesis Module . Her teaching integrates linguistic, didactic, methodological, and theoretical perspectives. Research Group: She is affiliated with the Reading, Writing and Language Development research group, contributing to interdisciplinary studies on literacy and language acquisition.

• Language didactics
• Language learning
• Language policy and management
• +7 more