References
- Agee, J. 2009. “Developing Qualitative Research Questions: A Reflective Process.” International Journal of Qualitative Studies in Education 22 (4): 431–447. doi:10.1080/09518390902736512.
- Alvesson, M., and J. Sandberg. 2013. Constructing Research Questions. Doing Interesting Research. Los Angeles, CA: Sage.
- Biesta, G. J. J. 2009. “Education Between Accountability and Responsibility.” In Re-reading Education Policies: A Handbook Studying the Policy Agenda of the 21st Century, edited by M. Simons, M. Olssen, and M. Peters, 679–695. Rotterdam: Sense Publishers.
- Dale, E. L., N. Gilje, and S. Lillejord. 2011. Gjennomføring av utdanningsreformer i kunnskapssamfunnet [Accomplishment of Educational Reforms in the Knowledge Society]. Oslo: Cappelen Damm Akademisk.
- Forskningsrådet [Research Council]. 2008. ProLearn. Profesjonslæring i endring [Learning in Professions in Change]. Oslo: Norges forskningsråd[Norwegian Research Council].
- Forskningsrådet[Research Council]. 2010. Programplan 2010–2014 Praksisrettet utdanningsforskning – PRAKUT. Oslo: Norges forskningsråd [Norwegian Research Council].
- Forskningsrådet [Research Council]. 2014. Programplan 2014–2023. Program Forskning og innovasjon i utdanningssektoren – FINNUT [Programme Plan 2014–2023. Programme Research and Innovation in the Educational Sector FINNUT]. Oslo: Norges forskningsråd [Norwegian Research Council].
- Foucault, M. [1970] 1999. Diskursens orden. Tiltredelsesforelesning holdt ved College de France 2. desember 1970 [The Order of Discourse Opening Lecture at College de France 2 December 1970]. Original title: L’ordre du Discours (translated to Norwegian by Espen Schanning). Oslo: Spartacus.
- Gewirtz, S., P. Mahony, I. Hextall, and A. Cribb. 2009. Changing Teacher Professionalism: International Trends, Challenges and Ways Forward. London: Routledge.
- Grossman, P., K. Hammerness, and M. McDonald. 2009. “Redefining Teacher: Re-imagining Teacher Education.” Teachers and Teaching: Theory and Practice 15 (2): 273–290.
- Hattie, J. 2013. Synlig læring – for lærere [Visible Learning – for Teachers]. Oslo: Cappelen Damm Akademisk.
- Haugen, C., and T. A. Hestbek, eds. 2014. Pedagogikk, politikk og etikk. Demokratiske muligheter og utfordringer i norsk skole [Pedagogy, politics and ethics. Democratic opportunities and challenges in Norwegian School]. Oslo: Universitetsforlaget.
- Jølle, L. 2015. “Vurderingsdialogen. En undersøkelse av tekstvurderingspraksis ved nasjonal læringsstøttende prøve i skriving.” [The Assessment Dialogue]. Doctoral thesis, Norwegian University of Technology and Science, Faculty of humanities, Trondheim.
- Klafki, W. 2011. Dannelsesteori og didaktikk – nye studier [Theory of Character Formation and Didactics – New Studies]. Århus: Klim. This book is a translation of the original text in German: Neue Studien zur Bildungstheorie und Didaktik (5th edition 1996).
- Kunnskapsdepartementet [Knowledge Department]. 2006. Læreplan for kunnskapsløftet [National Curriculum Framework the Knowledge Promotion]. Oslo: Kunnskapsdepartementet.
- Letnes, M.-A. 2014. “Digital dannelse i barnehagen. Barnehagebarns meningsskaping i arbeid med multimodal forteljing.” [Digital ‘Bildung’ in Kindergarten. Meaning Making of Kindergarten Children Elaborating Multimodal Narrative]. Doctoral thesis, Norwegian University of Technology and Science, Trondheim.
- Neumann, I. B. 2010. Mening, materialitet, makt: En innføring i diskursanalyse [Meaning, materiality and power – an introduction to discourse analysis]. 3rd ed.Bergen: Fagbokforlaget.
- NOKUT. 2006. Evaluering av allmennlærerutdanningen i Norge 2006. Del 1: Hovedrapport [Evaluation of the Teacher Education for Basic Education in Norway 2006. Part 1: Main Report]. Oslo: NOKUT. Nasjonalt organ for kvalitet i utdanningen.
- NOU. 2015. Fremtidens skole. Fornyelse av fag og kompetanser [The School for Tomorrow. Renewal of Subjects and Competencies]. Oslo: Kunnskapsdepartementet. NOU 8:2015.
- Østern, A.-L. 2013. “Norwegian Perspectives on Aesthetic Education and the Contemporary Conception of Cultural Literacy as Bildung (‘Dannelse’).” Zeitschrift für Erziehungswissenschaf 16: 43–63.
- Østern, A.-L., ed. 2014. NAFOL Year Book 2014: Once a Teacher – Always a Teacher? Bergen: Fagbokforlaget.
- Østern, A.-L., and K. Smith. 2012. “Response of the National Graduate School for Teacher Education NAFOL to the Call for a More Research Based Teacher Education in Norway.” In NAFOL Yearbook 2012: Teacher Education Research between National Identity and Global Trends, edited by A.-L. Østern, K. Smith, T. Ryghaug, T. Krüger, and M. B. Postholm, 13–28. Trondheim: Akademika Publishing.
- Rienecker, L., and P. T. Jørgensen. 2011. Den gode oppgaven [The good paper, published in English 2013]. 4th ed. Bergen: Fagbokforlaget.
- Rogers, R. 2011. Critical Discourse Analysis in Education. 2nd ed. New York: Routledge.
- Sjøberg, S. 2014. Kundepleie eller samfunnskritikk? [Customer care or societal critique?] Chronicle in Dagbladet, September 9. Accessed October 10, 2015. http://www.dagbladet.no/2014/09/08/kultur/meninger/svein_sjoberg/akademia/pisa-undersokelse/35181135/
- Sjøberg, S. 2015. “Skoleforskning som børs og katedral” [School research as the financial and the spiritual] Chronicle in Aftenposten, May 4. Accessed October 10. http://www.aftenposten.no/meninger/kronikker/Kronikk-Skoleforskning-som-bors-og-katedral-7984003.html
- Slagstad, R., O. Korsgaard, and L. Løvlie, eds. 2003. Dannelsens forvandlinger [Transformations of ‘Bildung’]. Oslo: Pax.
- Solbue, V. 2014. “Dialogen som visker ut kategorier. En studie av hvilke erfaringer innvandrerungdommer og norskfødte med innvandrerforeldre har med videregående skole. Kva forteller ungdommenes erfaringer om videregående skoles håndtering av etniske ulikheter?” [The dialogue wiping out categories]. Doctoral thesis, University of Bergen, Bergen.
- Thune, T., S. Kyvik, ,S. Sörlin, T. B. Olsen, A. Vabø, and C. Tømte 2012. PhD Education in a Knowledge Society. An Evaluation of PhD Education in Norway. Report 25/2012. Oslo: NIFU Nordic Institute for Studies in Innovation. Research and Education.
- Utdanningsdirektoratet. 2011. Internasjonale studier om norsk skole [International studies of Norwegian School]. Temanotat 2:2011. Accessed September 22, 2014. http://www.udir.no/Upload/Rapporter/temanotat/Internasjonale_studier_om_norsk_skole_temanotat.pdf?epslanguage=no
- Utvær, B. K. S. 2013. Staying In or Dropping Out? A Study of Factors and Critical Incidents of Importance for Health and Social Care Students in Upper Secondary School in Norway. Trondheim: Norwegian University of Technology and Science.
- Wilson, D. 2014. “Formativ vurdering gjør forskjell! En empirisk studie av læreres forståelse av formativ vurdering som vitenskapelig fenomen og politisk konsept.” [Formative Assessment Makes a Difference! an Empirical Study of the Teachers’ Understanding of Formative Assessment as Scientific Concept and Political Concept]. Doctoral thesis, Norwegian University of Technology and Science, Trondheim.