Judith Helene Bratten

Judith Helene Bratten is an Associate Professor at Oslo Metropolitan University, affiliated with the Faculty of Education and International Studies and the Department of Primary and Secondary Teacher Education. She serves as Head of Studies in Area of Responsibility 6 and is associated with the Centre for Senior Citizen Staff, reflecting her commitment to educational leadership and inclusive practices.

Her research focuses on physical education (PE), teacher education (PETE), embodied learning, and health promotion in schools. She explores how students develop embodied competence, engage in low-intensity physical activities (e.g., 'lav puls og liten kraft'), and experience well-being through movement. Her work emphasizes student reflection, micro-teaching, and curriculum innovation, particularly in light of Norway’s 2020 core curriculum reforms.

The recent publications indicate a strong trend toward interdisciplinary collaboration in health and well-being (folkehelse og livsmestring), with a focus on cross-professional practices in schools. Her research blends qualitative insights with pedagogical innovation, often involving collaborative projects with colleagues such as Tonje Fjogstad Langnes and Kristin Walseth.

Judith Bratten actively contributes to academic and public dissemination through peer-reviewed journals like Physical Education and Sport Pedagogy and Acta Didactica Norden, as well as national conferences such as Kroppsøvingskonferansen. She has co-authored book chapters on understanding contemporary educational concepts and promoting inclusive, student-centered PE instruction.

She mentors and advises in teacher education contexts, though specific names of students are not listed. Her work is supported by institutional research frameworks at OsloMet, with no specific grants mentioned. She is involved in curriculum development and professional training initiatives, particularly around health, embodiment, and inclusive physical activity.

Bratten is part of research groups focused on Body, Learning and Diversity, indicating an interdisciplinary approach to understanding movement, identity, and inclusion in educational settings. Her work contributes to shaping future practices in physical education and teacher training, with a vision for holistic, reflective, and health-oriented pedagogy.