Ingunn Ofte
Background and activities
Research interests:
- Literacy in teacher education
- Writing instructions practices in teacher education
- Writing Across the Curriulum and Writing in the Disciplines
In my PhD project, I follow a group of teacher educators in their work with developing the student teachers' academic writing competence, focusing on the research participants' writing instruction practices.
Background:
I have my education from NTNU (MA in English), Trondheim and State University of New York at Albany (MA in African American Studies). I worked for several years as an English teacher in lower secondary and upper secondary school before going into teacher training. Here I’ve taught courses on BA and MA level, as well as further education courses for in-service teachers.
Scientific, academic and artistic work
Displaying a selection of activities. See all publications in the database
2022
- (2022) The Use of Home Language(s) in Increasingly Linguistically-Diverse EAL Classrooms in Norway. Handbook of Research on Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching.
- (2022) Collective meaning-making in collegial congversations: teacher educators' talk about students' academic writing. Education Inquiry.
- (2022) Collegial conversations about writing instruction in teacher education: Positions, perspectives and priorities. Samtale, samskrive, samhandle : Nye perspektiv på muntlighet og skriftlighet i samspill.
2021
- (2021) Skrivehandlinger og andre handlinger: Design av skriveoppgaver i lærerutdanninga. Högre Utbildning. vol. 11 (3).
2020
- (2020) In-service teacher attitudes toward the use of the mother tongue in Norwegian EFL classrooms. Nordic Journal of Modern Language Methodology (NJMLM). vol. 8 (2).
- (2020) Peer feedback in language teacher training: Students’ pedagogic approaches and interpersonal positioning. Nordic Journal of Modern Language Methodology (NJMLM). vol. 8 (1).
2019
- (2019) The Teacher as English Student. Cappelen Damm Akademisk. 2019. ISBN 9788202566722.
- (2019) Skrivehandlinger og andre handlinger: Design av akademiske skriveoppgaver i lærerutdanninga. Skriv! Les! . Lesesenteret; Stavanger. 2019-05-07 - 2019-05-09.
2018
- (2018) Nøkkelen til akademisk skriving: Øvelse gjør mester. Nordisk tidsskrift for utdanning og praksis. vol. 12 (1).
- (2018) Design av oppgaver i lærerutdanninga. Sig Writing . Antwerpen universitet; Antwerpen. 2018-08-29 - 2018-08-31.
2017
- (2017) Responder-Respondee Positioning: Norwegian Student-Teachers' Approaches to Feedback in the HE EFL Classroom. EATAW 2017 ; London. 2017-06-19 - 2017-06-21.
- (2017) Norwegian EFL teacher attitudes towards first language use in monolingual EFL settings. Skriv! Les! . NTNU; NTNU. 2017-05-09 - 2017-05-11.
- (2017) Kompetanse for kvalitet. Læreren som student. Cappelen Damm Akademisk. 2017. ISBN 9788202567316.
2016
- (2016) Hverandrevurdering som læringsverktøy i lærerstudenters tilegnelse av akademiske skriveferdigheter i engelsk. Norsk pedagogisk tidsskrift.
- (2016) Peer response in L2 writing development in Norwegian teacher training. International Writing across the Curriculum Conference ; University of Michigan. 2016-06-23 - 2016-06-25.
2015
- (2015) Outsiders/insiders/“in-betweeners”: Student writers negotiating their position(s) in academic discourse using dialogue journals. European Association for Teaching of Academic Writing ; Tallin. 2015-10-14 - 2015-10-17.