Journal publications

• Haara, Frode Olav; Engelsen, Knut Steinar; Smith, Kari. (2020) Moving from traditional to responsive mathematics classrooms: a proposition of an intervention model. Teacher Development. vol. 24 (3).
• Smith, Kari. (2020) Expansive Learning for Teacher Educators- The Story of the Norwegian National Research School in Teacher Education (NAFOL). Frontiers in Education. vol. 5.
• Smith, Kari; Hakel, Katja; Skjeldestad, Kristin. (2020) Universitetslektorer- en neglisjert profesjonsgruppe. UNIPED. vol. 43 (04).
• Cochran-Smith, Marilyn; Grudnoff, Lexie; Orland-Barak, Lily; Smith, Kari. (2019) Educating Teacher Educators: International Perspectives. The New Educator. vol. 16 (1).
• Gamlem, Siv Therese Måseidvåg; Kvinge, Lars Malvin Røsseland; Smith, Kari; Engelsen, Knut Steinar. (2019) Developing teachers’ responsive pedagogy in mathematics, does it lead to short-term effects on student learning?. Cogent Education. vol. 6 (1).
• Gamlem, Siv Therese Måseidvåg; Smith, Kari; Vattøy, Kim-Daniel. (2019) Responsiv pedagogikk: Feedbackinteraksjoner i læring. Kognition & Pædagogik. vol. 29 (114).
• Smith, Kari; Flores, Maria Assunção. (2019) The Janus-Faced Teacher Educator. European Journal of Teacher Education. vol. 42 (4).
• Vattøy, Kim-Daniel; Smith, Kari. (2019) Students' perceptions of teachers' feedback practice in teaching English as a foreign language. Teaching and Teacher Education : An International Journal of Research and Studies. vol. 85.
• Grinde, Ole Erik; Smith, Kari; Moe, Vegard Fusche. (2018) Vegen frå å ha det til å ta det- å skape motstandsdyktige spelare i toppfotball. Journal for Research in Arts and Sports Education. vol. 2 (3).
• Helleve, Ingrid; Ulvik, Marit; Smith, Kari. (2018) «Det handler om å finne sin egen form» Læreres profesjonelle handlingsrom − hvordan det blir forstått og utnyttet. Acta Didactica Norge. vol. 12 (1).
• Jónsson, Ívar Rafn; Smith, Kari; Geirsdóttir, Guðrún. (2018) Shared language of feedback and assessment. Perception of teachers and students in three Icelandic secondary schools. Studies in Educational Evaluation. vol. 56.
• Kvinge, Øystein Røsseland; Espeland, Magne; Smith, Kari. (2018) Performing the pre-formed: Towards a conceptual framework for understanding teaching as curricular transformation. Designs for Learning. vol. 10 (1).
• Langørgen, Ketil; Smith, Kari. (2018) Støtte og utvikling i jobben som ny lærerutdanner i Norge. UNIPED. vol. 41 (03).
• Ulvik, Marit; Smith, Kari. (2018) Lærerutdanneres profesjonelle utvikling. UNIPED. vol. 41 (4).
• Kelchtermans, Geert; Smith, Kari; Vanderlinde, Ruben. (2017) Towards an ‘international forum for teacher educator development’: an agenda for research and action. European Journal of Teacher Education. vol. 41 (1).
• Lunenberg, Mieke; Murray, Jean; Smith, Kari; Vanderlinde, Ruben. (2017) Collaborative teacher educator professional development in Europe: different voices, one goal. Professional Development in Education. vol. 43 (4).
• Oolbekkink-Marchand, Helma W.; Hadar, Linor L.; Smith, Kari; Helleve, Ingrid; Ulvik, Marit. (2017) Teachers' perceived professional space and their agency. Teaching and Teacher Education : An International Journal of Research and Studies. vol. 62.
• Smith, Kari. (2017) Learning from the past to shape the future. European Journal of Teacher Education. vol. 40 (5).
• Smith, Kari; Ulvik, Marit. (2017) Leaving teaching: lack of resilience or sign of agency?. Teachers and Teaching: theory and practice. vol. 23 (8).
• Solbue, Vibeke; Helleve, Ingrid; Smith, Kari. (2017) “In this class we are so different that I can be myself!” Intercultural dialogue in a first grade upper secondary school in Norway. Education Inquiry. vol. 8 (2).