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Siv M. Gamlem

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Professor

Volda University College

Norway

Research Interests

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Professors in Norway

Recent Grants

Grant: Close

Knowledge promotion – new curriculum reform in school

Open Date: 2019-08-01

Close Date: 2022-06-01

Grant: Close

Systematic observation in Educational Research

Open Date: 2018-04-01

Close Date: 2021-07-01

Grant: Close

DigiHand

Open Date: 2018-01-01

Close Date: 2021-01-01

Grant: Close

Systematic observation in Education

Open Date: 2017-08-01

Close Date: 2018-12-01

Grant: Close

Systematic observation to enhance learning in education

Open Date: 2017-02-01

Close Date: 2018-01-01

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Collaborators (15)

Christian Brandmo

Professor

University of Oslo

NORWAY

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Hilde Gry Leer-Salvesen

Assistant Professor

Volda University College

NORWAY

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Sigrun K. Ertesvåg

Professor (Full)

University of Stavanger

NORWAY

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Ingeborg Krange

Professor

Østfold University College

NORWAY

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Meerita Kunna Segaran

Associate Professor

University of South-Eastern Norway

NORWAY

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Elaheh Tavakoli

Associate Professor

Volda University College

NORWAY

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Karin Street

Associate Professor

Western Norway University of Applied Sciences

NORWAY

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Kim-Daniel Vattøy

Associate Professor

Volda University College

NORWAY

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Helga S. Løvoll

Professor in friluftsliv/outdoor studies

Volda University College

NORWAY

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Therese N. Hopfenbeck

University of Melbourne

AUSTRALIA

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Irina Engeness

Østfold University College

NORWAY

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Wenke Mork Rogne

Professor

Volda University College

NORWAY

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Randi M Sølvik

associate Professor/PhD

University of Stavanger

NORWAY

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Joshua McGrane

Associate Professor

University of Melbourne

AUSTRALIA

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Synnøve Moltudal

Associate professor

Volda University College

NORWAY

View details

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Siv M. Gamlem

Research Interests

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Recent Grants

Articles (24)

Generative AI in initial teacher education: Exploring the alignment of perceptions and experiences of pre-service teachers and their teacher educators

Through the lens of feedback literacy: A scoping review of empirical research on teacher educators’ feedback practices in initial teacher education

Exploring pre-service teachers’ attitudes and experiences with generative AI: a mixed methods study in Norwegian teacher education

Lower secondary school teachers facilitation of students’ writing process: a study of automated feedback and peer feedback approaches

Agency in Digital Education: Empowering Students and Teachers in Technology-Rich Learning Environments

Exploring AI-Driven Feedback as a Cultural Tool: A Cultural-Historical Perspective on Design of AI Environments to Support Students’ Writing Process

ARE WE ON THE SAME PAGE? A COMPARATIVE STUDY ON THE ASSESSMENT EXPERIENCE OF TEACHER-STUDENTS AND TEACHER-EDUCATORS IN A TEACHER EDUCATION IN NORWAY

Classroom management for first-year pre-service teachers: What is difficult and why?

University-school collaboration as the implementation of decentralized policy: teachers’, principals’, and university-based teacher-educators’ experiences of teachers’ professional development

Exploring self-assessment practices and learning approaches in science among upper secondary students

Assessment patterns in teacher education programmes: content analysis of course syllabi

Navigating formative assessment as professional development in digital contexts: insights from teachers’ experiences

Mapping oral feedback interactions in young pupils’ writing

Lower secondary school teachers’ arguments on the use of a 26-point grading scale and gender differences in use and perceptions

The use of systematic classroom observation in teacher education: Mapping changes in student teachers’ perceptions of emotional support

Students’ experiences of peer feedback practices as related to awareness raising of learning goals, self-monitoring, self-efficacy, anxiety, and enjoyment in teaching EFL and mathematics

Perceived teacher support in secondary education from 1980 to 2019: An integrative review

Lower-secondary school teachers’ perceptions of professional development in university-school collaboration

A Triple Challenge: Students’ Identification, Interpretation, and Use of Individualized Automated Feedback in Learning to Write English as a Foreign Language

Students’ experiences of assessment and feedback engagement in digital contexts: a mixed-methods case study in upper secondary school

Mapping sustainability of professional development in four Norwegian lower-secondary schools

Mapping the quality of teacher–pupil interactions in lessons with and without the use of tablets during a typical school day in first grade

Examining students’ feedback engagement and assessment experiences: a mixed study

Teacher–student interactions and feedback in English as a foreign language classrooms

Collaborators (15)

Christian Brandmo

Hilde Gry Leer-Salvesen

Sigrun K. Ertesvåg

Ingeborg Krange

Meerita Kunna Segaran

Elaheh Tavakoli

Karin Street

Kim-Daniel Vattøy

Helga S. Løvoll

Therese N. Hopfenbeck

Irina Engeness

Wenke Mork Rogne

Randi M Sølvik

Joshua McGrane

Synnøve Moltudal

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