Jessica Aspfors

Åbo Akademi University

Finland

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Articles (15)

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2025

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2025

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2025

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2025

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2025

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2024

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2024

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2023

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2023

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2022

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2021

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2021

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2021

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2020

Collaborators (5)

Kirsti Marie Jegstad

Associate professor

OsloMet – Oslo Metropolitan University

NORWAY

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Gunilla Eklund

Professor

University of Agder

NORWAY

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Yngve Antonsen

professor

UiT The Arctic University of Norway

NORWAY

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Lisbeth Uhrenfeldt

Professor

University of Southern Denmark

DENMARK

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Gregor Maxwell

UiT The Arctic University of Norway

NORWAY

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Jessica Aspfors

Research Interests

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Articles (15)

The goal of research-based learning in teacher education: Norwegian and Finnish teacher educators’ perspectives

Uncharted territory – master’s theses in Finnish primary school teacher education

Reframing new teacher induction: Opportunities over deficiencies

Nursing home contrasts: A critical discussion on harnessing reflection for dignified change

Finnish University Students’ Retrospective Reflections on Transitioning from Upper Secondary Education: Traits of Career Learning

Early career teachers’ role in school development and professional learning

Cartographic Review of Teacher Educators’ Professional Learning with an Aesthetic Approach

Newly arrived youth and young adults meeting ‘othering-practices’: a critical analysis of a teacher practice in Norway

Solo, collaborative or collective? Newly qualified teachers’ experiences of being stirred into induction practices

Dignity at stake – relatives’ experiences of influencing dignified care in nursing homes

Dichotomous and Multifaceted: Teacher Educators’ Understanding of Professional Knowledge in Research-based Teacher Education

A genre shift in disseminating knowledge –Student teachers’ experiences of communicating their master’s theses as popular science.

Scientifically Designed Teacher Education

Newly Qualified Teachers’ Understandings of Research-based Teacher Education Practices−Two Cases From Finland and Norway

Healthcare middle managers’ capacity and capability to quality improvement

Collaborators (5)

Kirsti Marie Jegstad

Gunilla Eklund

Yngve Antonsen

Lisbeth Uhrenfeldt

Gregor Maxwell

Make your next move.

Jessica Aspfors

Research Interests

Explore related searches

Contact this professor

Articles (15)

The goal of research-based learning in teacher education: Norwegian and Finnish teacher educators’ perspectives

Uncharted territory – master’s theses in Finnish primary school teacher education

Reframing new teacher induction: Opportunities over deficiencies

Nursing home contrasts: A critical discussion on harnessing reflection for dignified change

Finnish University Students&rsquo; Retrospective Reflections on Transitioning from Upper Secondary Education: Traits of Career Learning

Early career teachers’ role in school development and professional learning

Cartographic Review of Teacher Educators’ Professional Learning with an Aesthetic Approach

Newly arrived youth and young adults meeting ‘othering-practices’: a critical analysis of a teacher practice in Norway

Solo, collaborative or collective? Newly qualified teachers’ experiences of being stirred into induction practices

Dignity at stake – relatives’ experiences of influencing dignified care in nursing homes

Dichotomous and Multifaceted: Teacher Educators’ Understanding of Professional Knowledge in Research-based Teacher Education

A genre shift in disseminating knowledge –Student teachers’ experiences of communicating their master’s theses as popular science.

Scientifically Designed Teacher Education

Newly Qualified Teachers’ Understandings of Research-based Teacher Education Practices−Two Cases From Finland and Norway

Healthcare middle managers’ capacity and capability to quality improvement

Collaborators (5)

Kirsti Marie Jegstad

Gunilla Eklund

Yngve Antonsen

Lisbeth Uhrenfeldt

Gregor Maxwell

Make your next move.

Finnish University Students’ Retrospective Reflections on Transitioning from Upper Secondary Education: Traits of Career Learning

A genre shift in disseminating knowledge –Student teachers’ experiences of communicating their master’s theses as popular science.