Hege Yvonne Hermansen

Academic interests
My research interests include knowledge work in the professions, teaching and learning in higher education, program design and development in professional education and the interrelationships between professional knowledge, autonomy and responsibility. I teach courses on teaching and learning in higher education, and have contributed to a range of projects and initiatives aimed at strengthening educational quality in higher education.
At LINK, I lead the E-Pal project (Equipping Palestine with E-learning), which is a six-year research and development project financed by Norads program for capacity development in higher education (NORHEDII). The main aim of the project is to strengthen the pedagogical use of digital technologies in the Palestinian higher education sector. The project is carried out in collaboration with Palestine Polytechnic University in Hebron, University College of Applied Sciences in Gaza and OsloMet.
I have a PhD in Education from the University of Oslo, and am associated with Centre for the Study of Professions at OsloMet.
Publications
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Mausethagen, Sølvi & Hermansen, Hege (2022). Desentralisert skoleutvikling i et historisk perspektiv – back to the 80s? In Mausethagen, Sølvi & Helstad, Kristin (Ed.), Skoleutvikling - i forskning, politikk og praksis. Cappelen Damm Akademisk. ISSN 9788202717728. p. 35–54.
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Wittek, Anne Line; Kartzow, Marianne Bjelland & Hermansen, Hege (2021). Hva skjer i dialogene? Om samtaledynamikker i kollegaveiledning og potensial for læring. In Wittek, Anne Line & de Lange, Thomas (Ed.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. p. 81–102.
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Hermansen, Hege; Kartzow, Marianne Bjelland; Rasmussen, Alf & Lycke, Kirsten Hofgaard (2021). Kollegaveiledning: samspill eller motspill med institusjonelle praksiser. In Wittek, Anne Line & de Lange, Thomas (Ed.), Kollegaveiledning i høyere utdanning. Universitetsforlaget. ISSN 9788215048420. p. 64–80.
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Hermansen, Hege (2020). Knowledge Discourses and Coherence in Professional Education. Professions and Professionalism. ISSN 1893-1049. 10(2), p. 1–21. doi: 10.7577/pp.3713. Full text in Research Archive
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Heikkilä, Mirva; Hermansen, Hege; Iiskala, Tuike; Mikkila-Erdmann, Mirjamaija & Warinowski, Anu (2020). Epistemic agency in student teachers’ engagement with research skills. Teaching in Higher Education. ISSN 1356-2517. doi: 10.1080/13562517.2020.1821638. Full text in Research Archive
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Hermansen, Hege (2019). Kunnskapsarbeid som et ansvarsområde for lærere og skoleledere. In Helstad, Kristin & Mausethagen, Sølvi (Ed.), Nye lærer- og lederroller i skolen. Universitetsforlaget. ISSN 978-82-15-03407-2.
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Hermansen, Hege (2019). In Pursuit of Coherence: Aligning Program Development in Teacher Education with Institutional Practices. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2019.1639815.
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Hermansen, Hege; Lorentzen, Marte; Mausethagen, Sølvi & Zlatanovic, Tatjana (2018). Hva kjennetegner forskning på lærerrollen under Kunnskapsløftet? En forskningskartlegging av studier av norske lærere, lærerstudenter og lærerutdannere. Acta Didactica Norge. ISSN 1504-9922. 12(1). doi: 10.5617/adno.4351. Full text in Research Archive
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Nerland, Monika & Hermansen, Hege Yvonne (2017). Sosiomaterielle perspektiver på profesjonskvalifisering: Kunnskapsressursenes betydning. In Mausethagen, Sølvi & Smeby, Jens-Christian (Ed.), Kvalifisering til profesjonell yrkesutøvelse. Universitetsforlaget. ISSN 9788215026459. p. 167–179. Full text in Research Archive
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Hermansen, Hege Yvonne (2017). Knowledge relations and epistemic infrastructures as mediators of teachers' collective autonomy. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 65, p. 1–9. doi: 10.1016/j.tate.2017.03.003. Full text in Research Archive
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Hermansen, Hege Yvonne & Mausethagen, Sølvi (2016). Når kunnskap blir styrende: Læreres rekontekstualisering av nye kunnskapsformer. Acta Didactica Norge. ISSN 1504-9922. 10(2), p. 92–107. doi: 10.5617/adno.2467.
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Hermansen, Hege Yvonne (2016). Teachers' knowledge work in collective practice development: Approaches to introducing assessment for learning at the school level. Scandinavian Journal of Educational Research. ISSN 0031-3831. 60(6), p. 679–693. doi: 10.1080/00313831.2015.1066433.
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Hermansen, Hege Yvonne & Nerland, Monika (2014). Reworking practice through an AfL project: an analysis of teachers’ collaborative engagement with new assessment guidelines. British Educational Research Journal (BERJ). ISSN 0141-1926. 40(1), p. 187–206. doi: 10.1002/berj.3037.
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Hermansen, Hege & Nerland, Monika (2014). Betydningen av læreres kunnskapsarbeid for utvikling av kollektiv praksis. In Elstad, Eyvind & Helstad, Kristin (Ed.), Profesjonsutvikling i skolen. Universitetsforlaget. ISSN 978-82-15-02355-7. p. 224–240.
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Hermansen, Hege Yvonne (2014). Recontextualising assessment resources for use in local settings: opening up the black box of teachers’ knowledge work. Curriculum Journal. ISSN 0958-5176. 25(4), p. 470–494. doi: 10.1080/09585176.2014.956771.
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Hermansen, Hege (2018). Kunnskapsarbeid i lærerprofesjonen. Universitetsforlaget. ISBN 9788215028521. 160 p.
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Tamimi, Mohammed; Muhtaseb, Khawla; Hermansen, Hege; Almasri, Mohammed; Awawdeh, Razan & El Mashharawi, Aya (2021). A Holistic Approach to E-learning in the Palestinian Higher Education Sector.
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Mausethagen, Sølvi & Hermansen, Hege (2021). Evaluering av desentralisering ordning - skole.
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Hermansen, Hege & Lund, Andreas (2021). Beyond “implementation”: Enabling sustainable transformation of digital teaching and learning in higher education.
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Hermansen, Hege; Mangset, Marte & Bringsrud Fekjær, Silje (2021). Myter og fakta om forskningstid. Khrono.no. ISSN 1894-8995.
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Mausethagen, Sølvi & Hermansen, Hege (2020). Evaluering av Dekom-s - noen foreløpige observasjoner.
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Heikkilä, Mirva; Hermansen, Hege; Iiskala, Tuike; Mikkila-Erdmann, Mirjamaija & Warinowski, Anu (2020). Tools for the Age of Post-Truth: Making Research Skills Visible in Promoting Student Teachers’ Epistemic Agency.
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Hermansen, Hege & Jorde, Doris (2020). Reforming the knowledge base of Norwegian teacher education: Integrating research-based education and professional relevance.
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Hermansen, Hege & Mausethagen, Sølvi (2020). Getting beyond the “theory/practice-gap”: Constructions of knowledge relations in research on teacher education.
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Hermansen, Hege (2020). Kunnskapsarbeidets rolle i skolebaserte utviklingsprosjekter.
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Hermansen, Hege (2019). Review: Working Relationally in and across practices: a cultural-historical approach to collaboration, by Edwards, A., Cambridge University Press, 2017. . Mind, Culture, and Activity. ISSN 1074-9039. doi: 10.1080/10749039.2019.1692036.
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Hermansen, Hege (2019). Tracing the enactment of agency in program design and development in teacher education.
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Hermansen, Hege (2019). Profesjonsrettet vurdering i lærerutdanningene.
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Hermansen, Hege (2019). Disciplinary academics or teacher educators? Knowledge discourses as a tool for mediating epistemic boundaries in professional education.
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Hermansen, Hege (2018). Lærerprofesjonalitet og læreryrket som profesjon.
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Hermansen, Hege (2018). Disciplinary academics or teacher educators? Negotiating epistemic boundaries in professional education.
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Hermansen, Hege (2018). Fagfornyelsen: vurdering som integrerende kraft?
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Hermansen, Hege & Mausethagen, Sølvi (2018). Differentiating "practice" in the "theory/practice-gap": Exploring conceptualisations of "practice" in research on teacher education.
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Hermansen, Hege (2018). Program development in teacher education: Between organisation, knowledge and politics.
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Hermansen, Hege Yvonne (2018). In pursuit of integration: Teacher educators' approaches to program development.
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Hermansen, Hege Yvonne (2017). Teacher educators in narratives of change: A review of program development in teacher education.
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Hermansen, Hege Yvonne; Zlatanovic, Tatjana & Lorentzen, Marte (2016). Professional work of Norwegian teachers during the Knowledge Promotion Reform: A literature review.
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Hermansen, Hege Yvonne (2016). Kunnskap, ansvar og autonomi i lærerprofesjonen.
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Hermansen, Hege Yvonne & Mausethagen, Sølvi (2016). Når kunnskap blir styrende: Læreres utfordringer i møte med nye kunnskapsformer.
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Hermansen, Hege Yvonne (2016). Constructing agency and autonomy through knowledge practices in professional work: An analytical framework.
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Hermansen, Hege Yvonne (2016). What happens to assessment resources in teacher teams? The BERA blog.
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Dahl, Thomas & Hermansen, Hege Yvonne (2015). Forskning på lærerrollen i Norge - relevans for lærerutdanningen? .
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Hermansen, Hege Yvonne (2015). Constructing professional roles and responsibilities through knowledge work: the case of Assessment for Learning.
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Hermansen, Hege Yvonne (2015). (De-)constructing professional agency through knowledge work: Teachers developing Assessment for Learning at the school level.
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Hermansen, Hege (2014). Hva fremmer kvalitet?
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Hermansen, Hege (2014). Teachers’ knowledge work and collective practice development: Approaches to introducing Assessment for Learning at the school level.
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Hermansen, Hege (2014). Teachers’ knowledge work within different school settings: Examining the interrelationship between the epistemic and the organisational.
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Hermansen, Hege (2014). Teachers' knowledge work and collective practice development.
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Hermansen, Hege (2014). Knowledge work' as an analytical perspective for examining knowledge in the professions,
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Brevik, Birger & Hermansen, Hege (2014). Fra utdanningene: Integrasjon mellom utdanning og arbeidsliv gjennom strategisk bruk av teknologi. [Internet]. Program for fremragende profesjonskvalifisering (FPK). Show summary
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Spetalen, Halvor Einung; Sannerud, Ronny & Hermansen, Hege Yvonne (2014). Fra utdanningene: Overføres læring gjennom simuleringsøvelser til praksis? [Internet]. SPK bloggen, HiOA.
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Bonsaksen, Tore & Hermansen, Hege (2014). Sampublisering med studenter. [Internet]. http://khrono.no/debatt/sampublisering-med-studenter.
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Bonsaksen, Tore & Hermansen, Hege (2014). Sampublisering med studenter gjennom videreutvikling av bacheloroppgaver. [Internet]. https://blogg.hioa.no/fpksatsing/2014/03/31/fra-utdanningene.
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Ribu, Kirsten & Hermansen, Hege (2013). Fra utdanningene: involvering av studenter i forskningsprosjekter. [Internet]. FPK-bloggen.
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Granås, Anne Gerd; Foss, Camilla & Hermansen, Hege (2013). Fra utdanningene: bruk av digitale kollokvier for å styrke forholdet mellom utdanning og praksis. [Internet]. Blogg: Program for fremragende profesjonskvalifisering (FPK). Show summary
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Hermansen, Hege & Komulainen, Tiina M. (2013). Simulering som verktøy for å skape en praksisnær utdanning. [Internet]. FPK-blogg og Khrono. Show summary
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Hermansen, Hege Yvonne & Nerland, Monika (2012). Co-production of Assessment Practices: Challenges Emerging in Teachers’ Work with ’Assessment for Learning’.
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Hermansen, Hege Yvonne & Nerland, Monika (2011). Negotiating Professional Standards: Teachers’ engagement with new guidelines for student assessment.
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Hermansen, Hege Yvonne & Nerland, Monika (2010). Standardisation as knowledge practice: Teachers' engagement with new standards for student assessment.
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Fossestøl, Knut; Borg, Elin; Flatland, Tord; Hermansen, Hege; Lyng, Selma Therese & Mausethagen, Sølvi [Show all 7 contributors for this article] (2021). Lokal kompetanseutvikling. Evaluering av implementeringen av ny tilskuddsordning i grunopplæringen. . Arbeidsforskningsinstituttet.
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Esterhazy, Rachelle & Hermansen, Hege (2019). «Flipped classroom» i praksis: Hvordan tilrettelegge for aktive læringsprosesser . Universitetet i Oslo, LINK Senter for læring og utdanning.
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Hermansen, Hege (2019). Utforming av vurderingskriterier og sensorveiledninger – sentrale spørsmål og avveininger . Universitetet i Oslo, LINK Senter for læring og utdanning.
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Mausethagen, Sølvi; Hermansen, Hege Yvonne; Lorentzen, Marte; Zlatanovic, Tatjana & Dahl, Thomas (2016). Hva kjennetegner forskning på norske lærere under kunnskapsløftet? En forskningskartlegging. Senter for profesjonsstudier, Høgskolen i Oslo og Akershus.
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Hermansen, Hege Yvonne (2015). Knowledge work in the teaching profession: Opening up the black box of teachers’ engagement with Assessment for Learning. Faculty of Educational Sciences, University of Oslo.