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2018
1 de Lange, Thomas; Nerland, Monika.
Learning to Teach and Teaching to Learn: Exploring Microteaching as a Site for Knowledge Integration in Teacher Education. I: Reconfiguring Knowledge in Higher Education. Springer Nature 2018 ISBN 978-3-319-72831-5. s. 169-185
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2 Elken, Mari; Maassen, Peter; Nerland, Monika; Stensaker, Bjørn; Vabø, Agnete.
Sentrale funn og anbefalinger fra QNHE prosjektet. Seminar Kunnskapsdepartementet; 2018-06-22 - 2018-06-22
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3 Ludvigsen, Sten Runar; Nerland, Monika.
Learning at work: Social practices and units of analysis. I: International Handbook of the Learning Sciences. Routledge 2018 ISBN 9781138670594. s. 147-156
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4 Maassen, Peter; Nerland, Monika; Yates, Lyn.
Reconfiguring knowledge: Emerging themes and research avenues. I: Reconfiguring Knowledge in Higher Education. Springer Nature 2018 ISBN 978-3-319-72831-5. s. 187-202
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5 Maassen, Peter; Nerland, Monika; Yates, Lyn.
Reconfiguring Knowledge in Higher Education. Springer Nature 2018 (ISBN 978-3-319-72831-5) 208 s. Higher Education Dynamics(50)
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6 Nerland, Monika.
"Aktiv læring" / Studentaktiviserende undervisning:Noen implikasjoner for utdanningsfaglig kompetanse og for samspillet mellom emner. Norgesuniversitetets høstkonferanse 2018; 2018-09-20 - 2018-09-20
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7 Nerland, Monika.
Contemporary Knowledge Dynamics and Shifting Demands to Professional Expertise. NERA's 46th Congress; 2018-03-08 - 2018-03-10
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8 Nerland, Monika.
Knowledge practices and relations in professional education. Studies in Continuing Education 2018
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9 Nerland, Monika.
Kvalitet i høyere utdanning: Muligheter og utfordringer med studentaktiviserende undervisning. Undervisningsfrokost ved Det juridiske fakultet, UiO; 2018-06-01 - 2018-06-01
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10 Nerland, Monika.
Professional education and learning as embedded in evolving knowledge fields. CRLI research seminar; 2018-04-10 - 2018-04-10
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11 Nerland, Monika; Prøitz, Tine Sophie.
Pathways to quality in higher education : Case studies of educational practices in eight courses. Oslo: Nordic Institute for Studies in Innovation, Research and Education (NIFU) 2018 (ISBN 978-82-327-0319-7) 225 s. NIFU-rapport(3)
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12 Tronsmo, Eli; Nerland, Monika.
Local curriculum development as object construction: A sociomaterial analysis. Teaching and Teacher Education : An International Journal of Research and Studies 2018 ;Volum 72. s. 33-43
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2017
13 Damsa, Crina I.; Nerland, Monika; Jensen, Karen.
Enrolment of first-year students in knowledge domains: Unpacking transformative practices in three introductory courses. I: Higher Education Transitions: Theory and Research. Routledge 2017 ISBN 978-1138670884.
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14 Enqvist-Jensen, Cecilie; Nerland, Monika; Rasmussen, Ingvill.
Maintaining doubt to keep problems open for exploration: An analysis of law students' collaborative work with case assignments. Learning, Culture and Social Interaction 2017 ;Volum 13. s. 38-49
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15 Gherardi, Silvia; Jensen, Karen; Nerland, Monika.
Shadow organizing: a metaphor to explore organizing as intra-relating. Qualitative research in organization and management 2017 ;Volum 12.(1) s. 1-17
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16 Nerland, Monika.
Epistemic shifts and transformations in professional expertise. Forum for vitenskapsteori; 2017-11-01 - 2017-11-01
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17 Nerland, Monika.
Knowledge practices and relations in professional education: Moving beyond the education-work divide. 3rd International ProPEL Conference; 2017-06-14 - 2017-06-16
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18 Nerland, Monika; Damsa, Crina I..
Students’ and beginning professionals’ learning with web-based resources in software engineering. EARLI 17th biennial conference; 2017-08-29 - 2017-09-02
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19 Nerland, Monika; Hermansen, Hege Yvonne.
Sosiomaterielle perspektiver på profesjonskvalifisering: Kunnskapsressursenes betydning. I: Kvalifisering til profesjonell yrkesutøvelse. Universitetsforlaget 2017 ISBN 9788215026459. s. 167-179
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2016
20 Damsa, Crina I.; Nerland, Monika.
Student Learning Through Participation in Inquiry Activities: Two Case Studies in Teacher and Computer Engineering Education. Vocations and Learning 2016 s. 1-20
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21 Damsa, Crina I.; Nerland, Monika; Stensaker, Bjørn.
Enhancing student learning through ‘student-centered approaches’: What matters for educational quality?. Norsk studentorganisasjon (NSO); 2016-02-26 - 2016-02-26
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22 Nerland, Monika.
Learning to Master Profession-Specific Knowledge Practices: A Prerequisite for the Deliberate Practitioner?. I: Educating the Deliberate Professional. Springer Science+Business Media B.V. 2016 ISBN 978-3-319-32956-7. s. 127-139
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23 Nerland, Monika.
Profesjonsfellesskap og læring: Er læreryrket i ferd med å bli likere andre profesjoner?. Skolelederdagen 2016: Ledelse av profesjonsfellesskap; 2016-10-14 - 2016-10-14
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24 Nerland, Monika.
Profesjonskunnskap og epistemiske praksiser i lærerutdanningene: Hvordan kan utdanningene styrke studentenes innvielse i en kunnskapskultur?. Nasjonalt råd for lærerutdanning; 2016-06-01 - 2016-06-01
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2015
25 Damsa, Crina I.; de Lange, Thomas; Elken, Mari; Esterhazy, Rachelle; Fossland, Trine; Frølich, Nicoline; Hovdhaugen, Elisabeth; Maassen, Peter; Nerland, Monika; Nordkvelle, Yngve Troye; Stensaker, Bjørn; Tømte, Cathrine Edelhard; Vabø, Agnete; Wiers-Jenssen, Jannecke; Aamodt, Per O.
Quality in Norwegian Higher Education: A review of research on aspects affecting student learning. Oslo: Nordisk institutt for studier av innovasjon, forskning og utdanning 2015 (ISBN 978-82-327-0127-8) 90 s. NIFU-rapport(24)
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26 Jensen, Karen; Nerland, Monika.
Knowledge dynamics in higher education: Examples from law schools in Norway and their shadow arrangements.. I: Epistemic and learning cultures – wohin sich Universitäten entwickeln. Verlagsgruppe Beltz 2015 ISBN 978-3-7799-3277-2. s. 46-60
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27 Jensen, Karen; Nerland, Monika; Enqvist-Jensen, Cecilie.
Enrolment of newcomers in expert cultures: an analysis of epistemic practices in a legal education introductory course. Higher Education 2015 ;Volum 70.(5) s. 867-880
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28 Nerland, Monika.
Presentasjon av kunnskapsstatus om kvalitet i norsk høyere utdanning. Kunnskapsdepartementet 9. oktober 2015. Nordisk workshop; 2015-10-09 - 2015-10-09
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29 Nerland, Monika.
Profesjonsutdanning som innvielse i en kunnskapskultur.. ProTED seminar; 2015-06-09 - 2015-06-10
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30 Nerland, Monika.
Professional education as initiation to expert cultures. Helga Eng dagen 2015; 2015-11-06 - 2015-11-06
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31 Nerland, Monika; Karseth, Berit.
The knowledge work of professional associations: approaches to standardisation and forms of legitimisation. Journal of Education and Work 2015 ;Volum 28.(1) s. 1-23
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32 Nerland, Monika; Damsa, Crina I.; Jensen, Karen.
Introducing first-year students to the knowledge cultures of law, engineering and teaching. EARLI Conference; 2015-08-28 - 2015-08-30
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2014
33 Afdal, Hilde Wågsås; Nerland, Monika.
Does Teacher Education Matter? An Analysis of Relations to Knowledge among Norwegian and Finnish Novice Teachers. Scandinavian Journal of Educational Research 2014 ;Volum 58.(3) s. 281-299
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34 Damsa, Crina I.; Muukkonen, Hanni; Nerland, Monika; Lakkala, Minna; Toom, Auli; Kosonen, Kari; Ilomäki, Liisa; Markauskaite, Lina; Goodyear, Peter; Bachfischer, Agnieszka.
Enrollment of higher education students in professional knowledge and practices. I: Learning and becoming in practice, Proceedings of the International Conference of the Learning Sciences. International Society of the Learning Sciences 2014 ISBN 978-0-9903550-1-4. s. 1283-1292
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35 Damsa, Crina I.; Nerland, Monika.
Collaborative Knowledge Practices in Higher Education: A Comparative Analysis of Student Learning in Two Undergraduate Programs.. I: Learning and becoming in practice, Proceedings of the International Conference of the Learning Sciences. International Society of the Learning Sciences 2014 ISBN 978-0-9903550-1-4.
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36 Damsa, Crina I.; Nerland, Monika.
Learning trajectories and enrolment of higher education students in professional knowledge and practices.. EARLI SIG4&17 Conference; 2014-08-12 - 2014-08-15
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37 Damsa, Crina I.; Nerland, Monika.
Learning trajectories in higher education: a comparative analysis of student of students learning in two undergraduate programs.. EARLI SIG4&SIG17 Conference; 2014-08-12 - 2014-08-15
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38 de Lange, Thomas; Nerland, Monika.
Mirroring the Practice of Teaching - Exploring Microteaching as a site for Professional Enactments. Professional Practice, Education and Learning; 2014-06-25 - 2014-06-27
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39 de Lange, Thomas; Nerland, Monika.
Student Teachers Engaging with Professional Criteria: an Analysis of Peer-feedback during Microteaching sessions. The 7th EARLI SIG 14 Conference on Learning and Professional Development; 2014-08-27 - 2014-08-29
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40 Fenwick, Tara; Nerland, Monika.
Reconceptualising Professional Learning. Sociomaterial knowledges, practices and responsibilities. Routledge 2014 (ISBN 978-0-415-81578-9) 232 s.
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41 Fenwick, Tara; Nerland, Monika; Jensen, Karen.
Professional Learning in Changing Contexts. Routledge 2014 (ISBN 978-0-415-71693-2) 163 s.
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42 Gherardi, Silvia; Jensen, Karen; Nerland, Monika.
What is growing in the shadow of formal organizations?. Conference on Organisational Learning, Knowledge and Capabilities; 2014-04-22 - 2014-04-24
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43 Hermansen, Hege; Nerland, Monika.
Betydningen av læreres kunnskapsarbeid for utvikling av kollektiv praksis. I: Profesjonsutvikling i skolen. Universitetsforlaget 2014 ISBN 978-82-15-02355-7. s. 224-240
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44 Hermansen, Hege Yvonne; Nerland, Monika.
Reworking practice through an AfL project: an analysis of teachers’ collaborative engagement with new assessment guidelines. British Educational Research Journal 2014 ;Volum 40.(1) s. 187-206
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45 Ludvigsen, Sten Runar; Nerland, Monika.
Knowledge Sharing in Professions: Working Creatively with Standards in Local Settings. I: Learning and Collective Creativity. Activity-Theoretical and Sociocultural Studies. Routledge 2014 ISBN 978-0-415-65710-5. s. 116-131
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46 Nerland, Monika.
Innrullering av studenter i kunnskapskulturer. Innsikter fra prosjektet Horisontal styring og læringsdynamikker i høyere utdanning. Utdanningskonferansen 2014 - Sammen om endring?; 2014-11-17 - 2014-11-17
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47 Nerland, Monika.
Utvikling og mestring av kunnskapspraksiser i profesjonene: Vilkår og utfordringer. Internseminar i Kunnskapsdepartementet med politisk ledelse; 2014-04-28 - 2014-04-28
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48 Nerland, Monika; Jensen, Karen.
Changing Cultures of Knowledge and Professional Learning. I: International Handbook of Research in Professional and Practice-based Learning. Springer 2014 ISBN 978-94-017-8902-8. s. 611-640
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49 Nerland, Monika; Jensen, Karen.
Learning through epistemic practices in professional work. Examples from nursing and engineering. I: Reconceptualising Professional Learning. Sociomaterial knowledges, practices and responsibilities. Routledge 2014 ISBN 978-0-415-81578-9. s. 25-37
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50 Nerland, Monika; Jensen, Karen; Damsa, Crina I.; Enqvist-Jensen, Cecilie.
The enrollment of students in professional knowledge cultures: Epistemic practices and learning in the introductory courses of three professional programs. EARLI SIG14 Conference; 2014-08-27 - 2014-08-29
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