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Wilfried Admiraal

Professor

University of Oslo

Norway

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Professors in Norway

About

Wilfried Admiraal is an Associate Professor at Oslo Metropolitan University in Norway. His research primarily focuses on teachers' self-efficacy, student engagement, and intercultural competence within educational contexts. Recent articles examine factors influencing novice teacher attrition, curriculum agility in engineering education, and the dynamics of teaching quality, emphasizing the importance of school conditions and leadership. His work contributes significantly to understanding the development of professional learning communities and the transformative aspects of education.

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Collaborators (12)

Marieke Kroneman

lecturer

The Hague University of Applied Sciences

NETHERLANDS

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Alejandro Jiménez Rios

Lecturer in Structural Engineering and Cluster Co-Leader for History, Conservation, and Management

University of Bath

UNITED KINGDOM

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Suzanne Brink

Associate Professor in Higher Education Pedagogics

Umea University

SWEDEN

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Roeland van der Rijst

Professor

Leiden University

NETHERLANDS

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Deniz Atal

OsloMet – Oslo Metropolitan University

NORWAY

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Fredrik Georgsson

Senior lecturer

Umea University

SWEDEN

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Tessa Mearns

Assistant Professor

Leiden University

NETHERLANDS

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Max Kusters

University of Groningen

NETHERLANDS

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Carl Johan Carlsson

Senior lecturer

Chalmers University of Technology

SWEDEN

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Georgios Lampropoulos

International Hellenic University

GREECE

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Vagelis Plevris

Professor

OsloMet – Oslo Metropolitan University

NORWAY

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Elizabeth Rushton

Professor in Education and Head of the Education Division

University College London

UNITED KINGDOM

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Wilfried Admiraal

Research Interests

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About

Articles (41)

Relational dimensions of teacher agency: Five purposes for exercising agency in university

Characterizing pre-service teachers’ noticing of critical classroom events: A study in the context of information technology education

Perceived readiness to improvise and to lead improvisation activities: A mixed-methods study on attitudes and self-efficacy in music teacher education

Relational care in conflict: how Vietnamese students navigate roles and cultural logic

How does a growth mindset predict K–12 student learning? A systematic literature review

Factors related to student engagement in blended learning in higher education: A narrative synthesis based on a systematic review

Students’ pre-tutorial learning behaviors and their relationship with tutorial engagement and learning outcomes

Sustainable curriculum innovation through educational design research in conservatoire education

BEYOND CURIOSITY AND CAUTION: HIGH SCHOOL TEACHERS’ AI‑TPACK COMPETENCIES, PRACTICES, AND CONCERNS

Education for Sustainable Development in Teacher Education: What Could Universities Offer?

Recognizing agentic potential in secondary education: exploring situated profiles of student agency and anticipated outcomes

TECHNOLOGY INTEGRATION IN CLIMATE CHANGE EDUCATION IN NORWEGIAN LOWER SECONDARY SCHOOLS: DIGITAL PEDAGOGICAL APPROACHES OF PUBLIC AND PRIVATE SCHOOL TEACHERS

The Future of the Teaching Profession—Trends and Issues in Teaching and Teacher Education

Bronnen voor student agency in open leeromgevingen in het hoger onderwijs: profielen van studenten

Factors Influencing University Students’ Persistence and Satisfaction Towards Self-Directed Language Learning Using Mobile Technology

More than words: Language scaffolding strategies in Dutch reception classes

Online Collaborative Project-Based Learning in Higher Education: Students’ Motivation, Collaborative Learning, and Perceived Outcomes

Transition or enrichment? Form-focused language scaffolding strategies across Dutch secondary bilingual education classes and Dutch reception classes

How Teachers’ Self-efficacy and self-directed learning beliefs shape their teaching quality: A network analysis

The added value of equitable multistakeholder co-creation in higher education

Construction and reconstruction of Chinese foreign language teachers’ identity in an intercultural context: A longitudinal multiple case study

Factors affecting teachers’ self-efficacy in teaching in primary education

The Relationship Between Students’ Pre-Class Learning Behaviors and Student Engagement in Tutorials

Attrition risk profiles of novice teachers based on their job demands, individual and school resources, and well-being

Unraveling teachers’ intercultural competence when facing a simulated multicultural classroom

The sustainable development of schools as professional learning communities: educators’ views

Scholarship of Teaching and Learning in Civil and Structural Engineering: A Systematic Literature Review

Exploring teaching quality: The role of school working conditions, principal leadership, and teacher characteristics

“For me, it is important to maintain self while adapting.” Understanding Chinese foreign language teachers’ identity in an intercultural context

Relationship between perceived learner control and student engagement in various study activities in a blended course in higher education

Curriculum Agility principles for transformative innovation in engineering education

Student engagement in hybrid approaches to teaching in higher education

The role of brokers in cultivating an inter-institutional community around open educational resources in higher education

What’s in it for me? A mixed-methods study on teachers’ value creation in an inter-institutional community on open educational resources in higher education

Scaffolding what, why and how? A critical thematic review study of descriptions, goals, and means of language scaffolding in Bilingual education contexts

Mind the gap: Early-career teachers’ level of preparedness, professional development, working conditions, and feelings of distress

Attitudes toward LGB peers and students’ citizenship competences: peer education for a double purpose?

The Impact of COVID-19 Pandemic on Primary, Secondary, and K-12 Education: A Systematic Review

Flipped classroom strategies and innovative teaching approaches in physics education: A systematic review

University lecturers as change agents: How do they perceive their professional agency?

Teachers’ job demands, resources and their job satisfaction: Satisfaction with school, career choice and teaching profession of teachers in different career stages

Collaborators (12)

Marieke Kroneman

Alejandro Jiménez Rios

Suzanne Brink

Roeland van der Rijst

Deniz Atal

Fredrik Georgsson

Tessa Mearns

Max Kusters

Carl Johan Carlsson

Georgios Lampropoulos

Vagelis Plevris

Elizabeth Rushton

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