Are Turmo

• Demant-Poort, Lars; Elstad, Eyvind; Christophersen, Knut-Andreas Abben & Turmo, Are (2026). The Relationship Between Instructional Self-Efficacy and Contextual Factors in Greenlandic Student Teachers’ Practical Training. Arctic: Journal of the Arctic Institute of North America. ISSN 0004-0843. 79(1), s. 1–9. doi: 10.14430/arctic84125. Fulltekst i vitenarkiv Vis sammendrag

  This study explores the complex relationship between instructional self-efficacy and contextual factors, as well as the impact of this relationship on Greenlandic student teachers’ practical training. We explore how student teachers’ instructional self-efficacy is influenced by their experiences in the Greenlandic teacher education program, including their on-campus academic studies and in-school teaching practice. We collected data from 36 student teachers enrolled in the teacher education program at the University of Greenland. The multiple regression model explained a modest proportion of the variance in classroom management self-efficacy. However, only self-efficacy in motivating students emerged as a significant unique predictor. Perceived relevance of general pedagogy and of subject didactics, mentor feedback, and perceived discipline problems during teaching practice showed no significant unique associations with self-efficacy in classroom management when motivational self-efficacy was controlled. These findings suggest that student teachers’ confidence in their ability to motivate and encourage pupils may be a central psychological resource underpinning their confidence in managing classroom behavior, whereas other aspects of their preparation may exert more indirect or weaker effects. While we do not claim generalizability, these findings indicate that teacher education programs must balance theoretical instruction with practical experiences to cultivate future teachers’ self-efficacy effectively in real-world classroom environments. Key recommendations include establishing robust support systems, including mentoring relationships and fostering collaborative environments that promote open communication between student teachers and seasoned educators. Furthermore, the critical link between perceived student behavioral issues and instructional self-efficacy highlights the importance of tailored mentoring and thoughtful placement in school contexts that provide manageable challenges. Addressing these factors is vital to mitigate the concerning trend of early teacher attrition, and to enhance student teachers’ confidence and competence. Future research should focus on longitudinal studies to investigate the evolving nature of instructional self-efficacy, evaluate the impact of varied support structures, and assess the experiences of student teachers from diverse backgrounds. Overall, this study offers insights into the field of teacher preparation, emphasizing the urgent need to adapt teacher education programs to strengthen future teachers’ instructional self-efficacy, ultimately leading to their preparedness and long-term success in the teaching profession.

• Hunde, Adula Bekele; Elstad, Eyvind; Christophersen, Knut-Andreas Abben; Turmo, Are; Gemeda, Fekede Tuli & Demissie, Eyueil Abate (2026). Motivational Factors Influencing Ethiopian Student Teachers’ Self-Efficacy in Adopting AI in Education. Education Sciences. 16(5). doi: 10.3390/educsci16050800. Fulltekst i vitenarkiv Vis sammendrag

  Understanding the motivational factors influencing student teachers’ self-efficacy in adopting Artificial Intelligence (AI) is essential in technology-driven learning environments, but this area has received less research attention in resource-scarce settings like Ethiopia. To this end, this study was initiated to explore the motivational factors influencing the self-efficacy in adopting AI among Ethiopian student teachers. The study employed structural equation modeling to analyze data collected from 278 student teachers enrolled in teacher education programs to determine the relationship between motivational factors (commitment to the teaching profession, along with intrinsic, extrinsic, and altruistic motivations) and dimensions of self-efficacy (teaching AI skills, planning and classroom management, and student affective domains). The result demonstrated that strong and positive associations were found between affective commitment to teaching and self-efficacy (p < 0.01) in AI teaching skills, planning and managing the classroom, and addressing the student affective domain. In addition, positive and moderate associations were noted between extrinsic motivation and self-efficacy (p < 0.05) in the student affective and teaching AI skills domains. No significant relationships were observed for intrinsic or altruistic motivations. Thus, by highlighting the role of commitment and extrinsic motivation, the findings can inform teacher education programs aiming to enhance the holistic development and effectiveness of future educators and contribute to developing targeted recruitment and training strategies that nurture motivated and technologically proficient teachers.

• Elstad, Eyvind; Geppert, Corrinna; Schmidt, Astrid; Christophersen, Knut-Andreas Abben & Turmo, Are (2026). Factors Influencing the Self-Efficacy of Teacher Training Students with Practical Experience. International Journal on Studies in Education (IJonSE). 8(1), s. 1–16. doi: 10.46328/ijonse.5234. Fulltekst i vitenarkiv Vis sammendrag

  This study investigates the impact of practical experiences on self-efficacy among prospective teachers in Schleswig-Holstein, Germany. We used an online survey of 481 pre-service teachers to analyze the relationships between university training, practical school experiences, and beliefs about self-efficacy in classroom management and cognitive activation. Structural equation modelling revealed that discipline-related challenges negatively affected self-efficacy in classroom management, while the perceived relevance of subject didactics was positively associated with self-efficacy in both classroom management and the cognitive activation of students. Furthermore, personalized formative feedback from supervisors emerged as a significant positive factor for enhancing self-efficacy in classroom settings. The findings underscore the importance of integrating effective feedback mechanisms and strengthening the connection between theory and practice in teacher education programs. By highlighting these dimensions, our study provides actionable insights for refining teacher training curricula to better support the development of self-efficacy among future educators, ultimately fostering engagement and effectiveness in the educational environments of today and tomorrow.

• Christophersen, Knut-Andreas Abben; Elstad, Eyvind; Geppert, Corinna; Schmidt, Astrid & Turmo, Are (2025). Exploring turnover intentions and engagement factors among pre-service teachers: a study in Schleswig-Holstein, Germany. Journal of Research, Policy & Practice of Teachers & Teacher Education (JRPPTTE). ISSN 2232-0458. 15(2), s. 98–110. doi: https:/ejournal.upsi.edu.my/index.php/JRPPTTE/index. Fulltekst i vitenarkiv
• Christophersen, Knut-Andreas Abben; Elstad, Eyvind; Geppert, Corinna; Schmidt, Astrid & Turmo, Are (2025). Peer Support among Student Teachers through Close Social Bonds. Educational Dimension. ISSN 2708-4604. 13, s. 78–93. doi: 10.55056/ed.955. Fulltekst i vitenarkiv Vis sammendrag

  This study explores the impact of peer support on 471 student teachers during the practicum phase, particularly how such support can influence their motivation and self-efficacy. Questionnaires were distributed to student teachers in Schleswig-Holstein, Germany, with all measures based on established scales. The survey was validated for internal consistency, resulting in a high response rate. Data were analysed using structural equation modelling, demonstrating an acceptable fit for the proposed model. The results indicate that motivation to become a teacher is the strongest predictor of peer support; altruistic motivation has a weaker correlation. Additionally, teacher self-efficacy during various practicum phases is positively associated with peer support, whereas perceived disciplinary issues in the classroom negatively impact instructional self-efficacy. These findings highlight the need for structured peer support systems in teacher education to enhance student teachers' experiences and for further research into the dynamics of peer relationships in educational settings.

• Elstad, Eyvind; Bjørnsdottir, Amalia; Christophersen, Knut-Andreas Abben & Turmo, Are (2024). Concepts related to Icelandic student teachers' extra-role behavior. Education In The North. ISSN 0424-5512. 31(1), s. 1–17. doi: 10.26203/wwch-3d45. Fulltekst i vitenarkiv Vis sammendrag

  A student teacher often experiences several demanding situations during their internships and studies. In such situations, extra-role behaviour exhibited by fellow student teachers may be an important factor in helping them overcome those challenges. Extra-role behaviours are certain behaviours of students that are not part of their formal educational requirements: for instance, helping and supporting fellow student teachers. This study explores concepts related to Icelandic student teachers’ extra-role behaviour. A questionnaire was distributed to 189 student teachers in two selected teacher education programmes. Structural equation modelling showed that altruistic motivation was the factor most strongly related to extra-role behaviour. Extrinsic motivation was also related to extra-role behaviour, but intrinsic motivation, surprisingly, was not. However, intrinsic motivation was related to instructional self-efficacy. Furthermore, instructional self-efficacy was not related to extra-role behaviour. Experiences of discipline challenges in internship situations were negatively related to self-efficacy but not related to extra-role behaviour. The implications of these findings are discussed.

• Elstad, Eyvind; Christophersen, Knut-Andreas Abben & Turmo, Are (2024). Antecedents of Student Teachers’ Time-On-Task in Campus Activities in Denmark and Norway. Journal of Teacher Education and Educators (JTEE). ISSN 2147-0456. 13(1), s. 71–89. Fulltekst i vitenarkiv Vis sammendrag

  Increased time-on-task is one of the overall goals for teacher education in both Denmark and Norway. However, student teachers’ time-on-task in those programs are uncertain and highly debated indicators of research input. Researchers adopt this indicator with the expectation that student teachers must invest time and effort in their courses that are approximately equivalent to that expended during a standard workweek. The purpose of this article is to analyse the differences between Danish and Norwegian teacher education for elementary schools based on a uniform survey conducted in each country; more specifically, the survey queried student teachers’ time-on-task in faculty- and student faculty-led campus activities. In this empirical study, we use survey data to examine factors that influence the duration of student teachers’ time-on-task in Norway (n = 274) and Denmark (n = 1224). To meet the study’s objectives, we conducted an ordinary least squares regression analysis and found that student teachers’ self-discipline and perceived study demands are the most important exogenous factors in the duration of their time-on-task. The analyses led us to explore their implications for the structure of teacher education programs, particularly in terms of curriculum design and the articulation of academic expectations.

• Elstad, Eyvind; Harryson, Hans; Christophersen, Knut-Andreas Abben & Turmo, Are (2023). Relationships between campus experiences, practice experiences, long-term motivation and turnover intentions among Faroese student teachers. Fródskaparrit - Annales Societatis Scientiarum Færoensis. ISSN 0367-1704. 69, s. 17–37. Fulltekst i vitenarkiv Vis sammendrag

  Teacher education comprises subject education, pedagogical studies and training in schools. This complexity is demanding for all teacher training institutions. The present study examines empirical relationships in teacher education in the Faroe Islands. It explores the associations between the relevance of campus pedagogy studies, the integration of theory and practice during field experiences and the provision of personalised support by school practice supervisors. Structural equation modelling is employed to analyse the results of a survey of 105 student teachers and reveals positive links between both the relevance of campus teaching and practice mentors’ integration of theory and student teachers’ long-term motivation. However, no relationship is observed between personalised support from practice mentors and student teachers’ long-term motivation. As anticipated, the relevance of campus teaching, integration of theory by practice mentors, and the level of personalised support are negatively associated with intentions to discontinue teacher education.

• Elstad, Eyvind; Harryson, Hans; Christophersen, Knut-Andreas & Turmo, Are (2023). Motivational antecedents of student teachers’ time-on-task. The Teacher Education Advancement Network Journal. s. 162–173. Fulltekst i vitenarkiv Vis sammendrag

  Studies have indicated that the learning results are closely related to how much effort a student puts into the course and how effectively the student works with the learning material. Adequate time-on-task is crucial for student teachers because it allows them to develop their teaching skills, build strong relationships with students, adapt to classroom challenges, and ultimately become more effective educators. It is a critical component of their teacher preparation and development. Time-on-task in a teacher education program can be considered a coarse-grained measure of study intensity. The purpose of the present study is to explore factors that could explain Faroese student teachers’ time-on-task. Faroese schools received a PISA shock after the millennium. As one of several measures, the teacher education institute was incorporated into the country’s sole university. The results show that it is their perceptions of the study requirements in teacher education that is most strongly related to time-on-task. Further, there is a tendency towards a weaker relation between self-discipline and time-on-task. A comparison with time-on-task in the other Nordic nations shows that time-on-task is somewhat low. If this is a problem, it might be important to increase the study requirements in Faroese teacher education.

• Elstad, Eyvind; Harryson, Hans; Christophersen, Knut-Andreas & Turmo, Are (2023). Antecedents of Faroese student teachers’ citizenship behaviour: A study of empirical relationships. Nordic Journal of Comparative and International Education (NJCIE). 7(3), s. 1–16. doi: 10.7577/njcie.5310. Fulltekst i vitenarkiv Vis sammendrag

  The school is an important institution in Faroese society, as elsewhere in the world. Among other things, schools must prepare students for further education, professional life, and their duties as citizens. The quality of teachers’ instruction is the most important factor influencing pupils’ learning. The concept of citizenship behaviour highlights the idea that student teachers have a responsibility not only to fulfil their duties but also to contribute to the well-being of their peers. Student teachers’ citizenship behaviour is assumed to influence the functioning of teacher education. Teacher education prepares student teachers and supplies schools with appropriately trained teachers. The purposesof this study are (1) to present an overview of Faroese teacher training, and(2)to explore the statistical relationships between Faroese student teachers’ motivational orientations and their citizenship behaviours. As expected, we find that intrinsic motivation and extrinsic motivation are related to citizenship behavior. Furthermore, we find that instructional self-efficacy is positively related to citizenship behaviour. Implications for practice and avenues for further research are discussed.

• Elstad, Eyvind; Christophersen, Knut-Andreas & Turmo, Are (2023). Hvilken slags faktorer er relateret til lærerstuderendes studieintensitet? Studier i Læreruddannelse og Profession. 8(2), s. 49–64. doi: 10.7146/lup.v8i2.138293. Fulltekst i vitenarkiv Vis sammendrag

  Mange evalueringer har vist, at lærerstuderende bruger beskeden tid på at studere. I denne undersøgelse undersøger vi indflydelsen fra udvalgte faktorer, som er relateret til lærerstuderendes studieintensitet, baseret på undersøgelsesdata og strukturel ligningsmodellering. Analyserne bygger på svar fra 1224 lærerstuderende på fire forskellige campusser. Den vigtigste konstatering er, at studenternes selvdisciplin og akademisk pres skiller sig ud som de vigtigste faktorer, som har betydning for de studerendes studieintensitet. Hvis et lavt niveau af studieintensitet betragtes som et problem, kunne stimulering af de lærerstuderendes selvdisciplin i studiearbejdet og en skærpelse af arbejdskravene i de campusbaserede elementer af læreruddannelsen være et muligt middel. Implikationer for praksis og videre forskning diskuteres.

• Elstad, Eyvind; Christophersen, Knut-Andreas & Turmo, Are (2023). Nordic Student Teachers’ Evaluation of Educational Theory, Subject Didactics, Practice Training, Time on Task and Turnover Intentions. I Elstad, Eyvind (Red.), Teacher education in the Nordic region. Springer Nature. ISSN 9783031260506. s. 287–320. Fulltekst i vitenarkiv Vis sammendrag

  This open access book is the first account of the whole diversity of teacher education in the Nordic region: Norway, Sweden, Finland, Denmark, Iceland, Greenland, the Faroe Islands, the Åland Islands and Sápmi (where the Sámi people live). Today, large parts of the world are looking to the Nordic model of social organization, and interest in the Nordic comprehensive school system and teacher education arrangements is no exception. A good education is a key to prosperity and well-being. And the quality of students’ education is undoubtedly linked to the quality of their teachers’ education. While teacher education in the Nordic region is globally admired, it also faces new challenges. The leading scholars writing in this volume discuss the challenges and opportunities that professional environments are facing. By providing solid portraits of each area as well as analyses across the region, this book will be a great resource to students, academics in teacher education and schooling as well as social scientists and policy-makers inside and outside the Nordic region.

• Björnsdottir, Amalía; Christophersen, Knut-Andreas; Elstad, Eyvind; Johannsdottir, Thuridur Jona & Turmo, Are (2022). Teacher Education and the Roots of Icelandic Student Teachers’ Instructional Self-Efficacy. Nordic Studies in Education. ISSN 1891-5914. 42(2), s. 127–142. doi: 10.23865/nse.v42.3129. Fulltekst i vitenarkiv Vis sammendrag

  The focus in this study is on the antecedents of Icelandic student teachers’ instructional self-efficacy in classroom management and ability to support learner engagement. We examine how student teachers’ instructional self-efficacy relates to their experience in the teacher education programme, including campus preparation and practice teaching in schools. Data were gathered from 191 compulsory school student teachers. The results show that experiences with problem behaviour in the classroom are negatively related to student teachers’ efficacy in classroom management. Further, perceptions of the relevance of campus experiences are strongly related to student teachers’ efficacy in classroom management. The implications for practice and future research are discussed.

• Elstad, Eyvind; Christophersen, Knut-Andreas & Turmo, Are (2021). Preservice Teachers' Peer Support Through Close Social Ties: An Investigation Of The Social Side Of Teacher Education. Advances in Education Sciences. 2(2), s. 4–28. doi: 10.5281/zenodo.4737663. Fulltekst i vitenarkiv Vis sammendrag

  Typical preservice teachers will experience a number of demanding teaching situations during their school-based teaching practice. In such situations, peer support from fellow students may be an important factor. A questionnaire was distributed to Danish preservice teachers in selected teacher education programmes (namely, at university colleges). A total of 1,448 preservice teachers participated. Structural equation modelling of the questionnaire data shows that achievement goal motivation is the factor most strongly related to peer support. Intrinsic motivation is also a significant factor. The self-efficacy of preservice teachers in teaching situations is also related to peer support, while experiences of discipline problems in teaching situations are negatively related to self-efficacy. Implications of these findings are discussed.

• Elstad, Eyvind; Christophersen, Knut-Andreas & Turmo, Are (2021). Antecedents of Danish preservice teachers’ prospective commitment to become a teacher and their turnover intention. The Teacher Education Advancement Network Journal. 13(1), s. 100–113. Fulltekst i vitenarkiv
• Elstad, Eyvind; Christophersen, Knut-Andreas & Turmo, Are (2021). THE ROOTS OF PROSPECTIVE TEACHERS’ INSTRUCTIONAL EFFICACY IN CAMPUS EXPERIENCES AND FIELD EXPERIENCES. Advances in Education Sciences. 3(1), s. 44–63. doi: 10.5281/zenodo.5791928. Fulltekst i vitenarkiv Vis sammendrag

  Sufficient self-efficacy is useful for prospective teachers to put themselves on the track of continued efforts to improve their teaching skills. This study explored the strength of statistical associations between 1438 Danish prospective teachers’ campus experiences as well as field experiences and their instructional self-efficacy beliefs. Survey data analysis was carried out using structural equation modelling. The results showed that discipline problems were negatively related to self-efficacy in classroom management, while the perceived relevance of subject didactics was positively related to both self-efficacy in classroom management and self-efficacy in pupil engagement. Supervisors’ personalised formative feedback was also positively related to instructional self-efficacy. The perceived relevance of the subject education theory was positively related to self-efficacy in pupil engagement but not classroom management. The implications of this study for practice and future research are addressed.

• Elstad, Eyvind; Juuti, Kalle; Christophersen, Knut-Andreas; Solhaug, Trond & Turmo, Are (2021). Antecedents of student teachers’ commitment to the teaching profession in Finland and Norway. Nordic Studies in Education. ISSN 1891-5914. 41(3), s. 261–278. doi: 10.23865/NSE.V41.3073. Fulltekst i vitenarkiv Vis sammendrag

  The purpose of this study was to explore antecedents of Finnish and Norwegian student teachers’ prospective commitment to work as teachers or pursue other careers. Are student teachers’ perceptions of coherence between the theoretical and practical elements of the teaching programme related to their commitment to work as teachers or to pursue other careers? For Finnish student teachers, strong associations emerged between the theory-practice interaction in supervision and student teachers’ prospective commitment to work as teachers. Norwegian student teachers exhibited strong associations between personalised feedback and their prospective commitment to teaching. Implications for practice and further research are discussed.

• Elstad, Eyvind; Bjørnsdottir, Amalia; Christophersen, Knut-Andreas; Jóhannsdóttir, thuríður Jóna & Turmo, Are (2021). Factors related to Icelandic student teachers' prospective commitment to the teaching profession. Education In The North. ISSN 0424-5512. 28(2). doi: 10.26203/4aw1-f434. Fulltekst i vitenarkiv Vis sammendrag

  Research indicates that prospective commitment to a vocation is important to sustaining good professional practices. The purpose of the study was to explore, among Icelandic student teachers, how student teacher experiences in field-based practice and those in university-based courses are related to the student teachers’ prospective commitment to the teaching profession as well as their possible turnover intentions. This study investigated the experiences of student teachers in a five-year programme for compulsory schoolteachers at the University of Iceland. The data is based on results from a survey of 244 student teachers in all cohorts in the programme. In particular, we investigated connections between the attitudes of student teachers towards the teaching profession and their experiences during the university-based part of their teacher education and during the school-based teaching practice aspect. The data analysis indicates that the university-based part of teacher education positively influences student teachers’ commitment to the teaching profession and negatively influences their turnover intentions, while the school-based component of their teacher education is positively related to their commitment to the teaching profession but is not related to their turnover intentions. The implications of the findings are discussed.

• Elstad, Eyvind; Christophersen, Knut-Andreas & Turmo, Are (2020). Nordiske lærerstudenters vurderinger av pedagogikk, fagdidaktikk og praksisopplæring. I Elstad, Eyvind (Red.), Lærerutdanning i nordiske land. Universitetsforlaget. ISSN 9788215035147. s. 197–209. Fulltekst i vitenarkiv
• Elstad, Eyvind; Christophersen, Knut-Andreas & Turmo, Are (2020). Nordiske lærerstudenters tidsbruk i studiet. I Elstad, Eyvind (Red.), Lærerutdanning i nordiske land. Universitetsforlaget. ISSN 9788215035147. s. 210–220. Fulltekst i vitenarkiv
• Elstad, Eyvind; Christophersen, Knut-Andreas & Turmo, Are (2020). Hvorfor tenker nordiske lærerstudenter på å slutte i studiet? I Elstad, Eyvind (Red.), Lærerutdanning i nordiske land. Universitetsforlaget. ISSN 9788215035147. s. 221–240. Fulltekst i vitenarkiv
• Juuti, Kalle; Christophersen, Knut-Andreas; Elstad, Eyvind; Solhaug, Trond & Turmo, Are (2018). Finnish Teacher Education and Its Contributions to Preservice Teachers’ Instructional Self-Efficacy. Issues in educational research. ISSN 0313-7155. 28(2), s. 422–437. Fulltekst i vitenarkiv Vis sammendrag

  This study focuses on how Finnish pre-service teachers’ instructional self-efficacy contributes to their belief in their ability to provide learning opportunities and positive classroom outcomes. Data were gathered from 153 pre-service teachers and analysed using structural equation modelling. We found that experiences with problem behaviour negatively contributed to pre-service teachers’ instructional self-efficacy. We also found two factors that contributed positively to pre-service teachers’ instructional self-efficacy: supervisor’s feedback and perceived practical examples in general pedagogy courses.

• Christophersen, Knut-Andreas; Elstad, Eyvind; juuti, kalle; Solhaug, Trond & Turmo, Are (2017). Duration of On-Campus Academic Engagements of Student Teachers in Finland and Norway. Education Inquiry. 8(2), s. 89–103. doi: 10.1080/20004508.2016.1275194. Fulltekst i vitenarkiv Vis sammendrag

  The duration of on-campus academic engagements is an uncertain and highly debated indicator of study input. Researchers adopt this indicator with the expectation that student teachers must invest an amount of time and effort in their courses that more or less equals a normal workweek. In the present empirical study, we examine factors influencing the duration of student teachers’ on-campus academic engagements in Norway and Finland using survey data (n = 567). While the teaching profession is highly respected in Finland, and universities make selections for teacher education programs, the profession has a relatively low status in Norway. To meet the objectives of this study, we conducted an OLS regression analysis and found that students’ self-discipline and perceived study requirements are the most important predictors of the duration of their on-campus academic engagements. In addition, the motivation to achieve a goal is also significant, while no significant effect was found for intrinsic motivation. Finally, the study shows no significant differences between the coefficients for the Norwegian and Finnish variable.

• Christophersen, Knut-Andreas; Elstad, Eyvind; Solhaug, Trond & Turmo, Are (2016). Antecedents of student teachers’ affective commitment to the teaching profession and turnover intention. European Journal of Teacher Education. ISSN 0261-9768. 39(3), s. 270–286. doi: 10.1080/02619768.2016.1170803. Fulltekst i vitenarkiv Vis sammendrag

  Several European countries have experienced both a dearth of and reduction in the quality of applicants to teacher education study programmes. There is also significant leakage from these programmes. The rationale for this study therefore lies in the need to reduce teacher attrition. Research indicates that affective commitment to a profession is an important factor in sustaining good professional practice. This study explores the antecedents of both commitment and turnover intention among student teachers in Norway. The analysis indicates that there are stronger associations between commitment and experiences (particularly from dialogues with school mentors) gained during and after teaching practice in schools than is the case for the more campus-based elements of training. One implication is that there may be justification for placing emphasis on improving the preparation of school mentors and on points of contact between teacher educators and school mentors.

• Christophersen, Knut-Andreas; Elstad, Eyvind & Turmo, Are (2015). Organisational factors influencing teachers' inner sense of affective commitment to their schools in high- and low-accountability environments. International Journal of Management in Education (IJMIE). ISSN 1750-385X. 9(1), s. 111–128. doi: 10.1504/IJMIE.2015.066352. Fulltekst i vitenarkiv
• Turmo, Are; Christophersen, Knut-Andreas; Elstad, Eyvind & Geppert, Corrina (2015). Prädiktoren der Lehrerinnenverantwortung. Bildungsforschung. s. 1–27. Fulltekst i vitenarkiv
• Christophersen, Knut-Andreas; Elstad, Eyvind; Solhaug, Trond & Turmo, Are (2015). Antecedents of Norwegian student teachers' campus time on task. International Journal of Learning, Teaching and Educational Research (ILJTER). ISSN 1694-2493. 10(3), s. 59–78. Fulltekst i vitenarkiv Vis sammendrag

  A number of evaluations have shown that Norwegian student teachers spend little time studying on their course. In this study, we investigate the influence of selected antecedents of student teachers' time-on-task, based on survey data and structural equation modelling. The main finding is that student self-discipline and the level of external academic pressure stands out as significant predictors of student time on task. This is particularly evident regarding time on task on individual studies and student led colloquiums. The type of teacher education programme appears to be of significance. This is mainly explained by a higher reported average time use on lectures and teacher led seminars at the university colleges than at the universities. If a low level of time on task is regarded a problem, a tightening of the work requirements in the campus-based elements of teacher education should be a possible remedy.

• Christophersen, Knut-Andreas; Elstad, Eyvind; Turmo, Are & Solhaug, Trond (2015). Teacher Education Programmes and Their Contribution to Student Teachers Efficacy in Classroom Management and Pupil Engagement. Scandinavian Journal of Educational Research. ISSN 0031-3831. 60(2), s. 240–254. doi: 10.1080/00313831.2015.1024162. Fulltekst i vitenarkiv Vis sammendrag

  This study focuses on how different educational programmes contribute to student teachers efficacy for classroom management and their abilities to provide learning opportunities and good classroom outcomes. Data were gathered from 491 student teachers attending different teacher education programmes in Norway and analysed via structural equation modelling. The results revealed the following: (1) problem behaviour in the classroom has a negative effect on student teacher efficacy, (2) students' perceptions of the integration of pedagogic knowledge and practice supports students' efficacy beliefs, (3) support from supervisors contributes positively to student teachers' efficacy beliefs, and (4) student teachers in university college programmes for primary school teaching report higher teacher efficacy than students in university programmes for secondary school teaching.

• Christophersen, Knut-Andreas; Elstad, Eyvind; Solhaug, Trond & Turmo, Are (2015). Gender Variations in Norwegian Pre-service teachers' Motivational Orientations. Problems of Education in the 21st Century. ISSN 1822-7864. 63, s. 17–28. Fulltekst i vitenarkiv
• Christophersen, Knut-Andreas; Elstad, Eyvind; Solhaug, Trond & Turmo, Are (2015). Explaining motivational antecedents of citizenship behavior among preservice teachers. Education Sciences. 5, s. 126–145. doi: 10.3390/educsci5020126. Fulltekst i vitenarkiv Vis sammendrag

  A typical preservice teacher will experience demanding teaching situations during practicum. In such situations, interpersonal support from fellow students may be an important factor if experiences gained during teaching practice are to make a constructive contribution to personal growth for the teacher. Human support from other preservice teachers can bridge a gap that can be filled only to a limited extent by practice supervisors, who also have a role in assessing the students’ practice periods. The phenomenon of preservice teachers helping their co-students—even though, strictly speaking, they have no formal responsibility in this area—is called citizenship behavior here. Structural equation modeling of questionnaire data collected among Norwegian preservice teachers shows that performance approach motivation is the factor most strongly associated with citizenship behavior. Intrinsic motivation is also a significant factor, both as a direct and an indirect effect, via study absorption. The self-efficacy of preservice teachers in teaching situations also has a robust association with citizenship behavior, while experiences involving pupil engagement problems in teaching situations have a negative effect on self-efficacy. Pupil engagement problems also have an adverse impact on absorption.

• Turmo, Are; Christophersen, Knut-Andreas & Elstad, Eyvind (2013). ORGANIZATIONAL DETERMINANTS OF TEACHER RESPONSIBILITY AND ENGAGEMENT AMONG ADULT EDUCATORS IN NORWAY. Problems of Education in the 21st Century. ISSN 1822-7864. 52(52), s. 125–136. Fulltekst i vitenarkiv
• Elstad, Eyvind; Christophersen, Knut-Andreas & Turmo, Are (2013). Antecedents of Organizational Citizenship Behavior Among Educators in Language Education for Adult Immigrants in Norway. Adult Education Quarterly. ISSN 0741-7136. 63(1), s. 78–96. doi: 10.1177/0741713611429386. Fulltekst i vitenarkiv
• Throndsen, Inger & Turmo, Are (2013). Primary mathematics teachers' goal orientations and student achievement. Instructional Science. ISSN 0020-4277. 41(2), s. 307–322. doi: 10.1007/s11251-012-9229-2. Fulltekst i vitenarkiv
• Turmo, Are; Elstad, Eyvind & Christophersen, Knut-Andreas (2013). Organisational antecedents of teachers’ perceived time capacity to energise effort: A Norwegian study. Education Inquiry. 4(2), s. 335–353. doi: 10.3402/edui.v4i2.22077. Fulltekst i vitenarkiv Vis sammendrag

  Time capacity is defined here as the individual teacher’s perceived time for professional development (e.g., the capacity to develop and renew oneself as a teacher). The pressure of paperwork on the individual teacher should not be so demanding that it goes beyond the teacher’s time for professional development. The purpose of this paper is to explore factors influencing teachers’ individual time capacity at schools that report to external accountability systems. The methodology involved was a cross-sectional survey of 243 teachers from 11 schools in a Norwegian municipality. Structural equation analysis indicates that clear leadership and teacher-principal trustships influence teachers’ perceived time capacity mainly as mediated effects via social exchange. Implications for school practice and directions for future research are discussed.

• Turmo, Are; Christophersen, Knut-Andreas & Elstad, Eyvind (2013). Hvilke organisatoriske faktorer påvirker læreres indre pliktfølelse? Paideia - Tidsskrift for professionel pædagogisk praksis. ISSN 1904-9633. s. 46–57. doi: 10.5617/adno.4689. Fulltekst i vitenarkiv
• Elstad, Eyvind; Christophersen, Knut-Andreas & Turmo, Are (2013). Antecedents of teachers’ fostering of student effort in Norwegian folk high schools. Nordic Studies in Education. ISSN 1891-5914. 40(3), s. 204–205. Fulltekst i vitenarkiv
• Gabrielsen, Egil & Turmo, Are (2013). Det norske testtiåret. I Holmseth, Sylvia (Red.), Utdanning 2013 - fra barnehage til doktorgrad. Statistisk sentralbyrå (SSB). ISSN 9788253788210. s. 57–82. Fulltekst i vitenarkiv
• Turmo, Are (2012). Skoleprestasjoner og sosial bakgrunn i de internasjonale undersøkelsene. I Hopfenbeck, Therese Nerheim; Kjærnsli, Marit & Olsen, Rolf Vegar (Red.), Kvalitet i norsk skole: Internasjonale og nasjonale undersøkelser av læringsutbytte og undervisning. Universitetsforlaget. ISSN 9788215020044. s. 123–131. Fulltekst i vitenarkiv Vis sammendrag

  Siden de første PISA-resultatene i 2001 er det gjennomført mange studier av læringsutbytte og undervisning i den norske skolen. Hvilken betydning har disse undersøkelsene hatt? Forfatterne tar utgangspunkt i flere studier med fokus på læringsutbytte og undervisning. De komparative undersøkelsene PISA og TIMSS er sentrale i flere av kapitlene. I tillegg er det flere bidrag fra andre studier, inkludert studier som har sett nærmere på hva som faktisk skjer i norske klasserom. Forfatterne drøfter hvilken kunnskap disse studiene har gitt om skolen. Leseren får også en bakgrunnsforståelse for utviklingen i norsk skole, særlig med tanke på de store internasjonale undersøkelsene. Det underliggende temaet, som er kvalitet i skolen, samt hvordan denne måles og observeres, blir grundig belyst av forskere fra ulike forskningsfelt. Boka dekker fagdidaktiske bidrag fra lesing, naturfag, matematikk og engelsk samt bidrag som drøfter vurdering, testmotivasjon og læringsstrategier, temaer som er omtalt i Kunnskapsløftet som egne satsingsfelt. Boka er skrevet for forskere innen skoleforskning, men den er også godt egnet for studenter og lærere. Redaktørene er: Førsteamanuensis Therese Nerheim Hopfenbeck, førsteamanuensis Marit Kjærnsli og forsker Rolf Vegar Olsen, alle ved Institutt for lærerutdanning og skoleforskning ved Universitetet i Oslo. Bidragsytere i denne boka er: Siv Flæsen Almendingen, Bjørnar Alseth, Carl Angell, Ole Kristian Bergem, Erling Lars Dale, Hanna Eklöf, Tove Frønes, Liv Sissel Grønmo, Jan-Eric Gustafsson, Peder Haug, Glenn Ole Hellekjær, Therese Nerheim Hopfenbeck, Marit Kjærnsli, Tom Klepaker, Kirsti Klette, Bodil Kleve, Svein Lie, Lars Monsen, Guri A. Nortvedt, Rolf Vegar Olsen, Astrid Roe, Svein Sjøberg, Guri Skedsmo, Inger Throndsen, Are Turmo, Johannes Tveita, Wenche Vagle og Marianne Ødegaard

• Throndsen, Inger & Turmo, Are (2012). Gender Differences in Teachers' Beliefs and Primary School Children's Achievement in Mathematics. Problems of Education in the 21st Century. ISSN 1822-7864. s. 159–170. Fulltekst i vitenarkiv
• Elstad, Eyvind; Christophersen, Knut-Andreas & Turmo, Are (2012). THE INFLUENCE OF TEACHER SKILLS ON PUPIL VOLITION IN SCIENCE LEARNING: A NORWEGIAN INVESTIGATION OF THE STUDYING BEHAVIOURS OF 16-YEAR-OLDS. Problems of Education in the 21st Century. ISSN 1822-7864. Fulltekst i vitenarkiv
• Christophersen, Knut-Andreas; Elstad, Eyvind & Turmo, Are (2012). The strength of accountability and teachers’ organisational citizenship behaviour. Journal of Educational Administration. ISSN 0957-8234. doi: 10.1108/09578231211249844. Fulltekst i vitenarkiv
• Elstad, Eyvind; Christophersen, Knut-Andreas & Turmo, Are (2012). Antecedents of school teaching intensity within two different management regimes: an assessment-based accountability regime and regime without external pressure on results. International Journal of Education Policy and Leadership. 7(6). doi: 10.22230/ijepl.2012v7n6a358. Fulltekst i vitenarkiv
• Elstad, Eyvind; Christophersen, Knut-Andreas & Turmo, Are (2012). The Influence of Parents and Teachers on the Deep Learning Approach of Pupils in Norwegian Upper-Secondary Schools. Revista Electrónica de Investigación Psicoeducativa. ISSN 1699-5880. 10(1), s. 1–14. Fulltekst i vitenarkiv
• Christophersen, Knut-Andreas; Elstad, Eyvind & Turmo, Are (2012). Investigating school-wide antecedents of good practice dissemination from individual subject projects. Research in Education. ISSN 0034-5237. 87, s. 1–14. doi: 10.7227/rie.87.1.1. Fulltekst i vitenarkiv
• Elstad, Eyvind; Christophersen, Knut-Andreas & Turmo, Are (2012). Exploring antecedents of organizational citizenship behaviour among teachers at Norwegian folk high schools. Studies in Continuing Education. ISSN 0158-037X. 34(2), s. 175–189. doi: 10.1080/0158037X.2011.611798. Fulltekst i vitenarkiv
• Christophersen, Knut-Andreas; Elstad, Eyvind & Turmo, Are (2011). The nature of social practice among school professionals: consequences for the school academic pressure exerted by teachers in their teaching. Scandinavian Journal of Educational Research. ISSN 0031-3831. 55(6), s. 639–654. doi: 10.1080/00313831.2011.594605. Fulltekst i vitenarkiv
• Christophersen, Knut-Andreas; Elstad, Eyvind & Turmo, Are (2011). Social Exchange Theory as an Explanation of Organizational Citizenship Behaviour among Teachers. International Journal of Leadership in Education. ISSN 1360-3124. 14(4), s. 405–422. doi: 10.1080/13603124.2010.524250. Fulltekst i vitenarkiv Vis sammendrag

  Primary processes in schools are hard to pin down despite attempts to measure central aspects of processes and outputs. For this very reason, it is important that teachers are motivated to go above and beyond their formal job responsibilities, a phenomenon called organizational citizenship behaviour. Social exchange theory is a theoretical explanation for organizational citizenship behaviour. This study examines a model of clear leadership and relational building between head and teachers as antecedents, and organizational citizenship behaviour as a consequence of teacherschool exchange. One purpose of this study is to explore the nature of exchanges between parties in the organization of teachers work and examine the relative impact of these aspects on organizational citizenship behaviour. The methodology adopted was a crosssectional survey of 234 secondary teachers. The structural equation analysis indicates a strong support for the importance of principalteacher trust on social exchange and indirectly an impact on organizational citizenship behaviours. We also found some moderate support for the importance of clear leadership on organizational citizenship behaviours. This article presents suggestions for future research and possible implications for practice.

• Elstad, Eyvind; Turmo, Are & Guttersrud, Øystein (2011). Problems Induced by Amalgamation of Pedagogical Progressivism and Educational Accountability: Oral Exams with prior Preparation Time in Norwegian Secondary Schools. Problems of Education in the 21st Century. ISSN 1822-7864. 30, s. 22–34. Fulltekst i vitenarkiv
• Turmo, Are (2011). Læringstrykk i grunnopplæringen – et uutnyttet potensial? I Sandbu, Natasza P.; Nygård, Geir; Galloway, Taryn Ann; Støren, Liv Anne & Turmo, Are (Red.), Utdanning 2011: veien til arbeidslivet. Statistisk sentralbyrå (SSB). ISSN 9788253781969. Fulltekst i vitenarkiv
• Christophersen, Knut-Andreas; Elstad, Eyvind & Turmo, Are (2011). Contextual Determinants of School Teaching Intensity in the Teaching of Adult Immigrant Students. Journal of Adult and Continuing Education. ISSN 1477-9714. 17(1), s. 3–22. doi: 10.7227/jace.17.1.3. Fulltekst i vitenarkiv
• Elstad, Eyvind; Turmo, Are & Guttersrud, Øystein (2011). Achievement Tests in the Norwegian School System: Types and Uses. I Madsen, Lucas E. (Red.), Achievement Tests: Types, Interpretations and Uses. Nova Science Publishers. ISSN 9781611226140. s. 109–124. Fulltekst i vitenarkiv
• Elstad, Eyvind & Turmo, Are (2011). Obeying the rules or gaming the system? Delegating random selection for examinations to head teachers within an accountability system. Education, Knowledge and Economy. ISSN 1749-6896. 5(1-2), s. 1–15. doi: 10.1080/17496896.2010.546560. Fulltekst i vitenarkiv
• Christophersen, Knut-Andreas & Turmo, Are (2011). Exploring antecedents of organizational citizenship behaviour among teachers at Norwegian folk high schools. Studies in Continuing Education. ISSN 0158-037X. 33(3). doi: 10.1080/0158037x.2011.611798. Fulltekst i vitenarkiv
• Elstad, Eyvind; Christophersen, Knut-Andreas & Turmo, Are (2011). Hva forklarer folkehøgskolellærernes korpsånd? I Ohrem, Sigurd & Haddal, Odd (Red.), Med livet som pensum: danning og læringsprosesser i folkehøgskolen. Cappelen Damm AS. ISSN 9788202358235. s. 105–110. Fulltekst i vitenarkiv
• Christophersen, Knut-Andreas; Elstad, Eyvind & Turmo, Are (2010). Is Teacher Accountability Possible? The Case of Norwegian High School Science. Scandinavian Journal of Educational Research. ISSN 0031-3831. 54(5), s. 413–429. doi: 10.1080/00313831.2010.508906. Fulltekst i vitenarkiv Vis sammendrag

  What influence does the teacher exercise over their students’ learning outcomes? This study investigates the impact of teacher quality on student learning outcomes in science halfway through the first year of high school. A multiple-measurement model estimates the potential impact of teacher influence on learning outcomes for 1,060 secondary students (16-year-olds), as well as the influence on student engagement, motivation, and self-discipline. Teacher quality has a very weak effect on student learning outcomes. However, teacher quality seems to influence student motivation and self-discipline to a significantly larger extent. Further, there is an indirect effect of teacher quality on learning outcomes in science via student engagement, motivation, and self-discipline. Holding the science teacher accountable for pupils’ learning outcomes is highly problematic.

• Throndsen, Inger & Turmo, Are (2010). Læringsmiljøet i skolen. I Kjærnsli, Marit & Roe, Astrid (Red.), På rett spor - Norske elevers kompetanse i lesing, matematikk og naturfag i PISA 2009. Universitetsforlaget. ISSN 9788215017358. s. 193–205. Fulltekst i vitenarkiv

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• Elstad, Eyvind; Turmo, Are & Gulheim, Bjørn Sverre (2026). From idea to podcast: Didactical possibilities and limitations. Fulltekst i vitenarkiv
• Olander, Clas & Turmo, Are (2022). Editorial NorDiNa 1/2022. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 18(1), s. 2–5. doi: 10.5617/NORDINA.9448. Fulltekst i vitenarkiv
• Turmo, Are & Olander, Clas (2022). Editorial 1/2022. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 18(1), s. 2–4. Fulltekst i vitenarkiv
• Elstad, Eyvind; Turmo, Are & Christophersen, Knut Andreas Abben (2022). Hva forklarer studieintensitet i dansk lærerutdanning? Fulltekst i vitenarkiv
• Elstad, Eyvind; Turmo, Are; juuti, kalle; Solhaug, Trond & Christophersen, Knut-Andreas (2021). Antecedents of preservice teachers’ commitment to the teaching profession in Finland and Norway. Fulltekst i vitenarkiv
• Turmo, Are; Olander, Clas & Rundgren, Carl-Johan (2021). NorDiNa symposium. Fulltekst i vitenarkiv
• Turmo, Are; Rundgren, Carl-Johan & Olander, Clas (2021). Editorial 1/2021. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 17(1), s. 1–3. Fulltekst i vitenarkiv
• Olander, Clas; Rundgren, Carl-Johan & Turmo, Are (2021). Editorial Nordina 3/2021. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 17(3), s. 244–246. Fulltekst i vitenarkiv
• Elstad, Eyvind; Christophersen, Knut-Andreas & Turmo, Are (2021). Søkelys på de pedagogiske fag. Fulltekst i vitenarkiv
• Turmo, Are & Rundgren, Carl-Johan (2020). Editorial 1 2020. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 16(1), s. 1–2. Fulltekst i vitenarkiv
• Frøyland, Merethe; Turmo, Are; Rundgren, Carl-Johan; Laherto, Antti; Achiam, Marianne & Pálsdóttir, Auour [Vis alle 19 forfattere av denne artikkelen] (2020). NorDiNa editorial 1/2020. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 16(1), s. 1–3. doi: 10.5617/NORDINA.7789. Fulltekst i vitenarkiv
• Turmo, Are & Rundgren, Carl-Johan (2020). Editorial 2/2020. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 16(2), s. 121–123. Fulltekst i vitenarkiv
• Turmo, Are & Rundgren, Carl-Johan (2019). Editorial 3/2019. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. s. 223–225. Fulltekst i vitenarkiv
• Turmo, Are & Rundgren, Carl-Johan (2019). NorDiNa editorial 3/2019. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 15(3), s. 223–224. doi: 10.5617/nordina.7355. Fulltekst i vitenarkiv
• Rundgren, Carl-Johan & Turmo, Are (2019). Editorial 1/19. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 15(1), s. 2–5. Fulltekst i vitenarkiv
• Sageidet, Barbara Maria; Turmo, Are & Rundgren, Carl-Johan (2019). Editorial. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 15(4), s. 338–341. doi: 10.5617/nordina.7421. Fulltekst i vitenarkiv Vis sammendrag

  Welcome to the fourth issue of NorDiNa in 2019, which is a special issue on sustainability and science education in early childhood. This volume is an initiative of the science and sustainability networks at the two Norwegian Research Centers on Early Childhood Education, ‘KINDknow- Centre for Systemic Research on Diversity and Sustainable Futures’ at the Western Norway University of Applied Sciences (HVL), and ‘FILIORUM – Centre for Research in Early Childhood Education and Care’, at the University of Stavanger (UiS). In this issue, we present six different papers.

• Rundgren, Carl-Johan & Turmo, Are (2019). Invited Symposia: THE ROLE OF NATIONAL AND REGIONAL JOURNALS IN PROMOTING SCIENCE EDUCATION RESEARCH IN EUROPE: NORDIC STUDIES IN SCIENCE EDUCATION – NORDINA. Fulltekst i vitenarkiv
• Rundgren, Carl-Johan & Turmo, Are (2018). Editorial NorDiNa 1/2018. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 14(1), s. 1–2. Fulltekst i vitenarkiv
• Turmo, Are & Rundgren, Carl-Johan (2018). Didactic modelling in science education research. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 14(3), s. 237–238. Fulltekst i vitenarkiv
• Turmo, Are & Rundgren, Carl-Johan (2018). Editorial 4/2018. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 14(4), s. 331–334. Fulltekst i vitenarkiv
• Turmo, Are & Rundgren, Carl-Johan (2017). Editorial NorDiNa 2/2017. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 13(2), s. 115–116. Fulltekst i vitenarkiv
• Turmo, Are & Rundgren, Carl-Johan (2017). Editorial NorDiNa 1/2017. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 13(1), s. 1–2. Fulltekst i vitenarkiv
• Turmo, Are & Rundgren, Carl-Johan (2016). NorDiNa 1/2016 Editorial. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 12(1), s. 1–2. Fulltekst i vitenarkiv
• Turmo, Are & Rundgren, Carl-Johan (2016). Editorial NorDiNa 2/2016. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 12(2), s. 119–120. Fulltekst i vitenarkiv
• Rundgren, Carl-Johan & Turmo, Are (2015). NorDiNa Issue 3 2015 Editorial. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 11(3). Fulltekst i vitenarkiv
• Turmo, Are & Rundgren, Carl-Johan (2015). Editorial NorDiNa Issue 1 2015. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 11(1). Fulltekst i vitenarkiv
• Turmo, Are & Rundgren, Carl-Johan (2014). Welcome to NorDiNa 1/2014. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. s. 1–2. Fulltekst i vitenarkiv
• Wollscheid, Sabine & Turmo, Are (2014). Does it matter? Do large educational reforms in Norway and Germany reduce social inequalities in academic achievement? Fulltekst i vitenarkiv
• Turmo, Are & Rundgren, Carl-Johan (2014). Welcome to NorDiNa 2/2014. Nordic Studies in Science Education (NorDiNa). ISSN 1504-4556. 10(2), s. 127–129. Fulltekst i vitenarkiv
• Bjørnestad, Elisabeth & Turmo, Are (2013). Undervisning og veiledning i høyere utdanning. Norsk pedagogisk tidsskrift. ISSN 0029-2052. s. 1–3. Fulltekst i vitenarkiv
• Wollscheid, Sabine & Turmo, Are (2013). Linking home background, gender, and reading literacy - a comparative analysis with PISA 2009 data from Germany and Norway. Fulltekst i vitenarkiv
• Bjørnestad, Elisabeth & Turmo, Are (2013). Refleksjon for bedre undervisning. Norsk pedagogisk tidsskrift. ISSN 0029-2052. s. 81–83. Fulltekst i vitenarkiv
• Turmo, Are; Sæverot, Herner & Sævi, Tone (2013). Forsømte sammenhenger? Om pedagogikk, danning og utdanning. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 97(3), s. 169–171. Fulltekst i vitenarkiv
• Bjørnestad, Elisabeth & Turmo, Are (2012). Profesjonsutdanninger, språklæring og pedagogikkens egenart. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 1, s. 1–3. Fulltekst i vitenarkiv
• Bjørnestad, Elisabeth & Turmo, Are (2012). Fra lærerutdanning til klasserommet. Norsk pedagogisk tidsskrift. ISSN 0029-2052. s. 255–257. Fulltekst i vitenarkiv
• Bjørnestad, Elisabeth & Turmo, Are (2012). Internasjonale trender. Norsk pedagogisk tidsskrift. ISSN 0029-2052. s. 169–171. Fulltekst i vitenarkiv
• Doetjes, Gerard & Turmo, Are (2012). Engelsk og fremmedspråk i skolen – stille farvann eller skjær i sjøen? Norsk pedagogisk tidsskrift. ISSN 0029-2052. s. 81–85. Fulltekst i vitenarkiv
• Fasting, Rolf Bjarne; Hausstätter, Rune & Turmo, Are (2011). Inkludering og tilpasset opplæring for de utvalgte? Norsk pedagogisk tidsskrift. ISSN 0029-2052. s. 85–90. Fulltekst i vitenarkiv
• Bjørnestad, Elisabeth & Turmo, Are (2011). Læringsutbytte i hele utdanningsløpet. Norsk pedagogisk tidsskrift. ISSN 0029-2052. s. 327–329. Fulltekst i vitenarkiv
• Solbrekke, Tone Dyrdal & Turmo, Are (2011). Hva vil vi med utdanning? Norsk pedagogisk tidsskrift. ISSN 0029-2052. 95(1). Fulltekst i vitenarkiv
• Bjørnestad, Elisabeth & Turmo, Are (2011). Fra sosiale forskjeller i utdanningsprestasjoner til utdanningsvitenskaplige metoder. Norsk pedagogisk tidsskrift. ISSN 0029-2052. s. 409–411. Fulltekst i vitenarkiv
• Turmo, Are & Østergaard, Edvin (2011). Levende realfag! Norsk pedagogisk tidsskrift. ISSN 0029-2052. 95(4), s. 243–246. Fulltekst i vitenarkiv
• Turmo, Are & Elstad, Eyvind (2010). THE INFLUENCE OF TEACHER GENDER ON STUDENTS’ ENGAGEMENT AND ACHIEVEMENT IN SCIENCE: A NORWEGIAN EMPIRICAL STUDY. Fulltekst i vitenarkiv
• Sandbu, Natasza P.; Nygård, Geir; Galloway, Taryn Ann; Støren, Liv Anne & Turmo, Are (2011). Utdanning 2011: veien til arbeidslivet. Statistisk sentralbyrå (SSB). ISSN 9788253781969. Fulltekst i vitenarkiv

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