Hege Yvonne Hermansen

• Mausethagen, S?lvi & Hermansen, Hege Yvonne (2023). ÑDz©ÓéÀÖ¹ÙÍø_ÑDz©ptÊÖ»ú¿Í»§¶ËµÇ¼slitterasitet hos l?rere og ledere i skolen - en casestudie, En forskningsbasert skole? ÑDz©ÓéÀÖ¹ÙÍø_ÑDz©ptÊÖ»ú¿Í»§¶ËµÇ¼ens plass i l?rerutdanning og skole. Universitetsforlaget. ISSN 9788215065540.
• Hermansen, Hege Yvonne & Mausethagen, S?lvi (2023). Kunnskapsintegrasjon i l?rerutdanning og profesjonsut?velse, En forskningsbasert skole? ÑDz©ÓéÀÖ¹ÙÍø_ÑDz©ptÊÖ»ú¿Í»§¶ËµÇ¼ens plass i l?rerutdanning og skole. Universitetsforlaget. ISSN 9788215065540.
• Hermansen, Hege & Mausethagen, S?lvi (2023). Konstruksjoner av ?partnerskap? i universiteter og h?gskolers ÑDz©ÓéÀÖ¹ÙÍø_ÑDz©ptÊÖ»ú¿Í»§¶ËµÇ¼ med skolesektoren. UNIPED. ISSN 1500-4538. doi: 10.18261/uniped.46.3.5.
• Wittek, Anne Line; Kartzow, Marianne Bjelland & Hermansen, Hege (2023). Interactional Dynamics in Observation-Based Peer Group Mentoring. I de Lange, Thomas & Wittek, Anne Line (Red.), Faculty Peer Group Mentoring in Higher Education: Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 978-3-031-37457-9.
• Hermansen, Hege; Kartzow, Marianne Bjelland; Lycke, Kirsten Marie Rode Hofgaard & Rasmussen, Alf (2023). Peer Group Mentoring: Exploring the Interplay with Institutional Practices. I de Lange, Thomas & Wittek, Anne Line (Red.), Faculty Peer Group Mentoring in Higher Education: Developing Collegiality through Organised Supportive Collaboration. Springer. ISSN 978-3-031-37457-9. s. 39¨C54.
• Mausethagen, S?lvi & Hermansen, Hege (2023). ¡®Research Use¡¯ in Education: Conceptualising the Teaching Profession Within the Policy¨CResearch¨CPractice Nexus. I Pr?itz, Tine Sophie; Aasen, Petter & Wermke, Wieland Ulrich (Red.), From education policy to education practice Unpacking the nexus. Springer Nature. ISSN 978-3-031-36969-8. s. 75¨C92. Vis sammendrag

  This book addresses the complex interrelations between education policy and education practice developed under new ways of governance. It illuminates the nexuses of the interrelated fields of education policy and education practice including the characteristics of these relationships. The book offers a selection of cases with varied approaches to the question of how different actors and stakeholders are situated in contemporary policy and practice nexuses. The cases presented includes theoretical and conceptual studies; historical studies; ethnographic studies; and studies combining empirical interview data and quantitative data. The book shows what constitutes the contemporary nexuses in education and discusses the need to re-consider how we in education research approach policy and practice in the interface between structure and agency for the future developments in the education policy-practice nexus.

• Hermansen, Hege & Lund, Andreas (2023). Beyond Implementation: Enabling Sustainable Transformations of Digital Teaching and Learning in Higher Education. I Pinheiro, Romulo; T?mte, Cathrine Edelhard; Barman, Linda; Degn, Lise & Geschwind, Lars (Red.), Digital Transformations in Nordic Higher Education. Palgrave Macmillan. ISSN 978-3-031-27758-0. s. 97¨C118. Fulltekst i vitenarkiv
• Hagen, Anne K.; Damen, Maria Louiza Christina & Hermansen, Hege (2023). Unpacking the Theory-Practice Nexus in Basic Police Education. Nordic Journal of Studies in Policing (NJSP). ISSN 2703-7045. 10(1). doi: 10.18261/njsp.10.1.7. Fulltekst i vitenarkiv
• Stensaker, Bj?rn & Hermansen, Hege (2023). Global, Nordic, or institutional visions? An investigation into how Nordic universities are adapting to the SDGs. Higher Education. ISSN 0018-1560. doi: 10.1007/s10734-023-01047-3. Fulltekst i vitenarkiv
• Mausethagen, S?lvi & Hermansen, Hege (2023). Hvordan h?ndtere et komplekst begrep? Analyser av "l?rerrollen" i et politisk utredningsarbeid. I Pr?itz, Tine Sophie (Red.), ÑDz©ÓéÀÖ¹ÙÍø_ÑDz©ptÊÖ»ú¿Í»§¶ËµÇ¼soversikter i utdanningsvitenskap: Systematikk og kreativitet. Fagbokforlaget. ISSN 978-82-450-4417-1.
• Hermansen, Hege & Mausethagen, S?lvi (2023). Beyond the research¨Cpractice gap: Constructing epistemic relations in teacher education. International Journal of Educational Research. ISSN 0883-0355. 119. doi: 10.1016/j.ijer.2023.102171.
• Mausethagen, S?lvi & Hermansen, Hege (2022). Desentralisert skoleutvikling i et historisk perspektiv ¨C back to the 80s? I Mausethagen, S?lvi & Helstad, Kristin (Red.), Skoleutvikling - i forskning, politikk og praksis. Cappelen Damm Akademisk. ISSN 9788202717728. s. 35¨C54.
• Wittek, Anne Line; Kartzow, Marianne Bjelland & Hermansen, Hege (2021). Hva skjer i dialogene? Om samtaledynamikker i kollegaveiledning og potensial for l?ring. I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i h?yere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 81¨C102.
• Hermansen, Hege; Kartzow, Marianne Bjelland; Rasmussen, Alf & Lycke, Kirsten Hofgaard (2021). Kollegaveiledning: samspill eller motspill med institusjonelle praksiser. I Wittek, Anne Line & de Lange, Thomas (Red.), Kollegaveiledning i h?yere utdanning. Universitetsforlaget. ISSN 9788215048420. s. 64¨C80.
• Hermansen, Hege (2020). Knowledge Discourses and Coherence in Professional Education. Professions and Professionalism. ISSN 1893-1049. 10(2), s. 1¨C21. doi: 10.7577/pp.3713. Fulltekst i vitenarkiv
• Heikkil?, Mirva; Hermansen, Hege; Iiskala, Tuike; Mikkila-Erdmann, Mirjamaija & Warinowski, Anu (2020). Epistemic agency in student teachers¡¯ engagement with research skills. Teaching in Higher Education. ISSN 1356-2517. doi: 10.1080/13562517.2020.1821638. Fulltekst i vitenarkiv
• Hermansen, Hege (2019). Kunnskapsarbeid som et ansvarsomr?de for l?rere og skoleledere. I Helstad, Kristin & Mausethagen, S?lvi (Red.), Nye l?rer- og lederroller i skolen. Universitetsforlaget. ISSN 978-82-15-03407-2.
• Hermansen, Hege (2019). In Pursuit of Coherence: Aligning Program Development in Teacher Education with Institutional Practices. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2019.1639815.
• Hermansen, Hege; Lorentzen, Marte; Mausethagen, S?lvi & Zlatanovic, Tatjana (2018). Hva kjennetegner forskning p? l?rerrollen under Kunnskapsl?ftet? En forskningskartlegging av studier av norske l?rere, l?rerstudenter og l?rerutdannere. Acta Didactica Norge. ISSN 1504-9922. 12(1). doi: 10.5617/adno.4351. Fulltekst i vitenarkiv
• Nerland, Monika & Hermansen, Hege Yvonne (2017). Sosiomaterielle perspektiver p? profesjonskvalifisering: Kunnskapsressursenes betydning. I Mausethagen, S?lvi & Smeby, Jens-Christian (Red.), Kvalifisering til profesjonell yrkesut?velse. Universitetsforlaget. ISSN 9788215026459. s. 167¨C179. Fulltekst i vitenarkiv
• Hermansen, Hege Yvonne (2017). Knowledge relations and epistemic infrastructures as mediators of teachers' collective autonomy. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 65, s. 1¨C9. doi: 10.1016/j.tate.2017.03.003. Fulltekst i vitenarkiv
• Hermansen, Hege Yvonne & Mausethagen, S?lvi (2016). N?r kunnskap blir styrende: L?reres rekontekstualisering av nye kunnskapsformer. Acta Didactica Norge. ISSN 1504-9922. 10(2), s. 92¨C107. doi: 10.5617/adno.2467.
• Hermansen, Hege Yvonne (2016). Teachers' knowledge work in collective practice development: Approaches to introducing assessment for learning at the school level. Scandinavian Journal of Educational Research. ISSN 0031-3831. 60(6), s. 679¨C693. doi: 10.1080/00313831.2015.1066433.
• Hermansen, Hege Yvonne & Nerland, Monika (2014). Reworking practice through an AfL project: an analysis of teachers¡¯ collaborative engagement with new assessment guidelines. British Educational Research Journal (BERJ). ISSN 0141-1926. 40(1), s. 187¨C206. doi: 10.1002/berj.3037.
• Hermansen, Hege & Nerland, Monika (2014). Betydningen av l?reres kunnskapsarbeid for utvikling av kollektiv praksis. I Elstad, Eyvind & Helstad, Kristin (Red.), Profesjonsutvikling i skolen. Universitetsforlaget. ISSN 978-82-15-02355-7. s. 224¨C240.
• Hermansen, Hege Yvonne (2014). Recontextualising assessment resources for use in local settings: opening up the black box of teachers¡¯ knowledge work. Curriculum Journal. ISSN 0958-5176. 25(4), s. 470¨C494. doi: 10.1080/09585176.2014.956771.

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• Hermansen, Hege (2018). Kunnskapsarbeid i l?rerprofesjonen. Universitetsforlaget. ISBN 9788215028521. 160 s.

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• Afdal, Hilde W?gs?s; Lorentzen, Marte; Mausethagen, S?lvi & Hermansen, Hege (2024). Research on ¡®research use¡¯ in education: a systematic scoping review.
• Mausethagen, S?lvi & Hermansen, Hege (2023). Research literacy among teachers and school leaders - a case study.
• Hermansen, Hege & Mausethagen, S?lvi (2023). Between policy implementation and the third mission: The higher education sector and school-based capacity development.
• Tronsmo, Eli & Hermansen, Hege (2023). Generative resistance as knowledge work: Teacher¡¯s Engagement with Assessment Criteria.
• Mausethagen, S?lvi; Hermansen, Hege; Holmeide, Hanna; Lorentzen, Marte; Niederberger, Vera & Skedsmo, Guri (2023). Research use in the teaching profession: A systematic review.
• Omland, Maren; Amundrud, Anja; Hontvedt, Magnus; Hermansen, Hege; Siddiq, Fazilat & Rudningen, Gudrun [Vis alle 8 forfattere av denne artikkelen] (2023). Co-creation and student-staff partnership in higher education.
• Mausethagen, S?lvi & Hermansen, Hege (2023). Research literacy among teachers and school leaders: A case study.
• Mausethagen, S?lvi; Hermansen, Hege; Holmeide, Hanna; Lorentzen, Marte; Niederberger, Vera & Skedsmo, Guri (2023). Research use in the teaching profession across contexts: A systematic scoping review.
• Hermansen, Hege & Stensaker, Bj?rn (2022). Symbolic, Institutional or Nordic Visions? Nordic universities and the SDGs.
• Hermansen, Hege & Mausethagen, S?lvi (2022). Blurring the boundaries between higher education and professional practice: Constructing new relations across institutional and epistemic spaces .
• Tamimi, Mohammed; Muhtaseb, Khawla; Hermansen, Hege; Almasri, Mohammed; Awawdeh, Razan & El Mashharawi, Aya (2021). A Holistic Approach to E-learning in the Palestinian Higher Education Sector.
• Mausethagen, S?lvi & Hermansen, Hege (2021). Evaluering av desentralisering ordning - skole.
• Hermansen, Hege & Lund, Andreas (2021). Beyond ¡°implementation¡±: Enabling sustainable transformation of digital teaching and learning in higher education.
• Hermansen, Hege; Mangset, Marte & Bringsrud Fekj?r, Silje (2021). Myter og fakta om forskningstid. Khrono.no. ISSN 1894-8995.
• Mausethagen, S?lvi & Hermansen, Hege (2020). Evaluering av Dekom-s - noen forel?pige observasjoner.
• Heikkil?, Mirva; Hermansen, Hege; Iiskala, Tuike; Mikkila-Erdmann, Mirjamaija & Warinowski, Anu (2020). Tools for the Age of Post-Truth: Making Research Skills Visible in Promoting Student Teachers¡¯ Epistemic Agency.
• Hermansen, Hege & Jorde, Doris (2020). Reforming the knowledge base of Norwegian teacher education: Integrating research-based education and professional relevance.
• Hermansen, Hege & Mausethagen, S?lvi (2020). Getting beyond the ¡°theory/practice-gap¡±: Constructions of knowledge relations in research on teacher education.
• Hermansen, Hege (2020). Kunnskapsarbeidets rolle i skolebaserte utviklingsprosjekter.
• Hermansen, Hege (2019). Review: Working Relationally in and across practices: a cultural-historical approach to collaboration, by Edwards, A., Cambridge University Press, 2017. . Mind, Culture, and Activity. ISSN 1074-9039. doi: 10.1080/10749039.2019.1692036.
• Hermansen, Hege (2019). Tracing the enactment of agency in program design and development in teacher education.
• Hermansen, Hege (2019). Profesjonsrettet vurdering i l?rerutdanningene.
• Hermansen, Hege (2019). Disciplinary academics or teacher educators? Knowledge discourses as a tool for mediating epistemic boundaries in professional education.
• Hermansen, Hege (2018). L?rerprofesjonalitet og l?reryrket som profesjon.
• Hermansen, Hege (2018). Disciplinary academics or teacher educators? Negotiating epistemic boundaries in professional education.
• Hermansen, Hege (2018). Fagfornyelsen: vurdering som integrerende kraft?
• Hermansen, Hege & Mausethagen, S?lvi (2018). Differentiating "practice" in the "theory/practice-gap": Exploring conceptualisations of "practice" in research on teacher education.
• Hermansen, Hege (2018). Program development in teacher education: Between organisation, knowledge and politics.
• Hermansen, Hege Yvonne (2018). In pursuit of integration: Teacher educators' approaches to program development.
• Hermansen, Hege Yvonne (2017). Teacher educators in narratives of change: A review of program development in teacher education.
• Hermansen, Hege Yvonne; Zlatanovic, Tatjana & Lorentzen, Marte (2016). Professional work of Norwegian teachers during the Knowledge Promotion Reform: A literature review.
• Hermansen, Hege Yvonne (2016). Kunnskap, ansvar og autonomi i l?rerprofesjonen.
• Hermansen, Hege Yvonne & Mausethagen, S?lvi (2016). N?r kunnskap blir styrende: L?reres utfordringer i m?te med nye kunnskapsformer.
• Hermansen, Hege Yvonne (2016). Constructing agency and autonomy through knowledge practices in professional work: An analytical framework.
• Hermansen, Hege Yvonne (2016). What happens to assessment resources in teacher teams? The BERA blog.
• Dahl, Thomas & Hermansen, Hege Yvonne (2015). ÑDz©ÓéÀÖ¹ÙÍø_ÑDz©ptÊÖ»ú¿Í»§¶ËµÇ¼ p? l?rerrollen i Norge - relevans for l?rerutdanningen? .
• Hermansen, Hege Yvonne (2015). Constructing professional roles and responsibilities through knowledge work: the case of Assessment for Learning.
• Hermansen, Hege Yvonne (2015). (De-)constructing professional agency through knowledge work: Teachers developing Assessment for Learning at the school level.
• Hermansen, Hege (2014). Hva fremmer kvalitet?
• Hermansen, Hege (2014). Teachers¡¯ knowledge work and collective practice development: Approaches to introducing Assessment for Learning at the school level.
• Hermansen, Hege (2014). Teachers¡¯ knowledge work within different school settings: Examining the interrelationship between the epistemic and the organisational.
• Hermansen, Hege (2014). Teachers' knowledge work and collective practice development.
• Hermansen, Hege (2014). Knowledge work' as an analytical perspective for examining knowledge in the professions,
• Brevik, Birger & Hermansen, Hege (2014). Fra utdanningene: Integrasjon mellom utdanning og arbeidsliv gjennom strategisk bruk av teknologi. [Internett]. Program for fremragende profesjonskvalifisering (FPK). Vis sammendrag

  Relevans er i dag et n?kkelord for profesjonsutdanninger ¨C vi forventes ? utforme utdanningen p? m?ter som ligger tett opp til arbeidslivets realiteter. P? campus Kjeller ?pnet Teknologisk L?ringsverksted (TLK) h?sten 2014, hvor man blant annet simulerer reelle arbeidsprosesser ved bruk av LEGO. I dette innlegget forteller Birger Brevik ved Institutt for yrkesfagl?rerutdanning (LUI) om form?let og utformingen av rommet, og hvordan det brukes for ? skape tettere b?nd mellom utdanning og arbeidsliv.

• Spetalen, Halvor Einung; Sannerud, Ronny & Hermansen, Hege Yvonne (2014). Fra utdanningene: Overf?res l?ring gjennom simulerings?velser til praksis? [Internett]. SPK bloggen, HiOA.
• Bonsaksen, Tore & Hermansen, Hege (2014). Sampublisering med studenter. [Internett]. http://khrono.no/debatt/sampublisering-med-studenter.
• Bonsaksen, Tore & Hermansen, Hege (2014). Sampublisering med studenter gjennom videreutvikling av bacheloroppgaver. [Internett]. https://blogg.hioa.no/fpksatsing/2014/03/31/fra-utdanningene.
• Ribu, Kirsten & Hermansen, Hege (2013). Fra utdanningene: involvering av studenter i forskningsprosjekter. [Internett]. FPK-bloggen.
• Gran?s, Anne Gerd; Foss, Camilla & Hermansen, Hege (2013). Fra utdanningene: bruk av digitale kollokvier for ? styrke forholdet mellom utdanning og praksis. [Internett]. Blogg: Program for fremragende profesjonskvalifisering (FPK). Vis sammendrag

  Anne Gerd Gran?s og Camilla Foss jobber ved Institutt for farmasi og bioingeni?rfag, hvor de blant annet underviser ved bachelorgraden i farmasi. Camilla Foss er ogs? student ved LUI, hvor hun tar en mastergrad i IKT-st?ttet l?ring. Her forteller de hvordan de skal pr?ve ut et videokonferanseverkt?y for ? holde digitale kollokvier med tredje?rsstudenter som er ute i en seks m?neders praksisperiode ved apotek, for ? knytte sterkere relasjoner mellom utdanning og praksis. Initiativet er et ÑDz©ÓéÀÖ¹ÙÍø_ÑDz©ptÊÖ»ú¿Í»§¶ËµÇ¼ med eCampus.

• Hermansen, Hege & Komulainen, Tiina M. (2013). Simulering som verkt?y for ? skape en praksisn?r utdanning. [Internett]. FPK-blogg og Khrono. Vis sammendrag

  Tiina Komulainen (TKD) forteller om bruk av simulering som et verkt?y i undervisningen ved Institutt for industriell utvikling. Simulerings?velsene skal bidra til en mer praksisn?r utdanning for studentene, og gi en bedre forst?else av hvilken rolle forskjellige fagomr?der spiller i arbeidslivet.

• Hermansen, Hege Yvonne & Nerland, Monika (2012). Co-production of Assessment Practices: Challenges Emerging in Teachers¡¯ Work with ¡¯Assessment for Learning¡¯.
• Hermansen, Hege Yvonne & Nerland, Monika (2011). Negotiating Professional Standards: Teachers¡¯ engagement with new guidelines for student assessment.
• Hermansen, Hege Yvonne & Nerland, Monika (2010). Standardisation as knowledge practice: Teachers' engagement with new standards for student assessment.
• Omland, Maren; Rudningen, Gudrun; Hermansen, Hege; Mathisen, Maiken Andrea Simmersholm; Mangen, Lisbeth Regine & Ali, Hasan [Vis alle 7 forfattere av denne artikkelen] (2023). Delrapport 4: F?lgeforskning av Den gode studentopplevelsen: Studentmedvirkning i DGS. OsloMet - storbyuniversitetet.
• Hermansen, Hege; Sarastuen, Nora K.; Agerup, Kristi & Mathisen, Maiken Andrea Simmersholm (2022). Delrapport 2: F?lgeforskning av Den gode studentopplevelsen (EVA-DGS). Kartlegging av programportef?ljen. OsloMet - storbyuniversitetet.
• Hermansen, Hege; Hagen, Aina Landsverk; Hatlevik, Ove Edvard; Johannesen, Monica; Mifsud, Louise & Rudningen, Gudrun [Vis alle 7 forfattere av denne artikkelen] (2022). Delrapport 1: F?lgeforskning av Den gode studentopplevelsen (EVA-DGS). OsloMet - storbyuniversitetet.
• Lyng, Selma Therese; Borg, Elin; Fossest?l, Knut; Pedersen, Eirin; Hermansen, Hege & Johannesen, Hedvig Skonhoft [Vis alle 9 forfattere av denne artikkelen] (2021). Evaluering av ny kompetansemodell ¨C desentraliserte ordninger for skole og yrkesfag samt oppf?lgingsordningen. Temanotat 1: Programteori, forel?pige funn og videre forskningssp?rsm?l. AFI-rapport 2021:2 . OsloMet - storbyuniversitetet. ISSN 978-82-7609-425-1.
• Fossest?l, Knut; Borg, Elin; Flatland, Tord; Hermansen, Hege; Lyng, Selma Therese & Mausethagen, S?lvi [Vis alle 7 forfattere av denne artikkelen] (2021). Lokal kompetanseutvikling. Evaluering av implementeringen av ny tilskuddsordning i grunoppl?ringen. . OsloMet - storbyuniversitetet.
• Esterhazy, Rachelle & Hermansen, Hege (2019). ?Flipped classroom? i praksis: Hvordan tilrettelegge for aktive l?ringsprosesser . Universitetet i Oslo.
• Hermansen, Hege (2019). Utforming av vurderingskriterier og sensorveiledninger ¨C sentrale sp?rsm?l og avveininger . Universitetet i Oslo.
• Mausethagen, S?lvi; Hermansen, Hege Yvonne; Lorentzen, Marte; Zlatanovic, Tatjana & Dahl, Thomas (2016). Hva kjennetegner forskning p? norske l?rere under kunnskapsl?ftet? En forskningskartlegging. OsloMet - storbyuniversitetet.
• Hermansen, Hege Yvonne (2015). Knowledge work in the teaching profession: Opening up the black box of teachers¡¯ engagement with Assessment for Learning. Universitetet i Oslo.

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