This course is discontinued

UV9914H1 – Researching Professional Learning and Development

Schedule, syllabus and examination date

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Course content

Across the globe there is an increasing interest in professional development programs and how they work, from researchers and practitioners as well as from policy makers. Initiatives take different forms, ranging from more formalized professional development programs to initiatives emphasizing informal and work-based learning. The research on professional learning and development is extensive, but has in part generated conflicting findings, which raises new questions and call for more studies as well as for the use of different research methodologies. Moreover, the complexity of learning as embedded in professional practices is not well understood. This two-day course will focus on theoretical and methodological approaches to studying professional learning and professional development. While lectures and readings will give specific emphasis to teachers’ professional development, we welcome students researching learning and professional development among other groups of professionals.

Learning outcome

The participants are introduced to and develop knowledge about approaches to researching professional learning and development, with special emphasis given to

  • theoretical perspectives on professional development
  • methodologies for studying professional development in education and work contexts
  • the influence of teacher professional development on student learning, including assessment and feedback practices
  • inquiry learning and the role of interventionist research as a tool for professional development


The course is organized in collaboration with the 7th EARLI SIG 14 conference and the research school NATED (tracks 4 and 2). Members of these organizations will be given priority, followed by PhD candidates at the Faculty of Educational Sciences, University of Oslo. It is also possible for others to apply for the course. Applicants must have at least a Master's degree. Please note that the number of places at the course is limited.

Candidates admitted to the PhD programme at the Faculty of Educational Sciences should apply through StudentWeb

Other applicants may apply using this application form

Deadline for registration: 30 June 2014

Deadline for submitting paper: 25 July 2014


In addition to two distinguished lectures provided by prof. Helen Timperley and prof. Tara Fenwick, participants will analyze and discuss key articles addressing the theme. Participants are also invited to present papers from their own work, provided that they address a relevant theme.

You will find the timetable and literature on the semester webpage for this course.


To obtain 1 study point 80% attendance in the course is required.

To obtain 3 study points participants need to submit a paper on 4000 – 7000 words, which addresses a research question of topic of relevance for the course (see ‘Learning outcomes’ above) and which makes use of selected parts of the course readings. Students’ papers will be discussed in the course, and feedback will be provided by at least one of the lecturers / course leaders.

Papers are to be submitted electronically to Monika B. Nerland ( with a copy to Olga Mukhina (

Language of examination


Grading scale

Grades are awarded on a pass/fail scale. Read more about the grading system.

Facts about this course






Autumn 2014

Teaching language