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Educational Action Research
Connecting Research and Practice for Professionals and Communities
Volume 20, 2012 - Issue 3
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Articles

Bridging theory and practice in Norwegian teacher education through action research

Dag Husebo Faculty of Arts and Education, University of Stavanger, Stavanger, NorwayCorrespondence[email protected]
Pages 455-471 | Received 29 Jun 2011, Accepted 03 Apr 2012, Published online: 24 Jul 2012

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Read on this site (6)

Dag Husebø, Øystein Lund Johannessen & Geir Skeie. (2023) Impact of action research in Norwegian religious education. British Journal of Religious Education 45:1, pages 45-56.
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Amanuel Yosief, Mohammed-Saleh Sulieman & Tecle Biede. (2022) Improving the practices of teacher educators through collaborative action research: challenges and hopes. Educational Action Research 0:0, pages 1-18.
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Inga Staal Jenset. (2020) The Enactment Approach to Practice-Based Teacher Education Coursework: Expanding the Geographic Scope to Norway and Finland. Scandinavian Journal of Educational Research 64:1, pages 98-117.
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Torunn Klemp & Vivi Nilssen. (2017) Positionings in an immature triad in teacher education. European Journal of Teacher Education 40:2, pages 257-270.
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Øystein Lund Johannessen. (2015) Negotiating and reshaping Christian values and professional identities through action research: experiential learning and professional development among Christian religious education teachers. Educational Action Research 23:3, pages 331-349.
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Feral Ogan-Bekiroglu & Erol Suzuk. (2014) Pre-service teachers’ assessment literacy and its implementation into practice. The Curriculum Journal 25:3, pages 344-371.
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Articles from other publishers (2)

Logan Rutten. (2021) Toward a theory of action for practitioner inquiry as professional development in preservice teacher education. Teaching and Teacher Education 97, pages 103194.
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Geir Skeie & Oddrun Marie Hovde Bråten. 2014. Religious Education at Schools in Europe. Religious Education at Schools in Europe 209 236 .

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