Danish School of Education

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Publications

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Henriette Buus & Wiil, P. H. (2021). Valmuedialektikken: Når forskning og formidling føjes sammen. Danske Museer, Årgang 34(Efterår 2021), 44-47.
Wistoft, K., Otte, C. R., Stovgaard, M. & Breiting, S. (2011). 'Haver til Maver': et studie af engagement, skolehaver og naturformidling. (2 ed.) Institut for Pædagogik og Uddannelse, AU.
Wistoft, K. & Stovgaard, M. (2012). Lyst til at lære: Evaluering af konceptet 'Haver til Maver'. MONA: Matematik og Naturfagsdidaktik, 7-22.
Wistoft, K. & Stovgaard, M. (2012). Meningsfuldt fællesskab - meningsfuld sundhed? Folkehøjskolernes forening i Danmark. http://bit.ly/meningsfuldt
Wistoft, K. & Stovgaard, M. (2013). Evaluering af Dukkeprojektet i Grønland: Virkningsevaluering af brugen af babysimulatorer i familie- og seksualundervisningen i Grønland. DPU.
Wistoft, K. & Stovgaard, M. (2013). Virkningsevaluering af et sundhedspædagogisk udviklingsprojekt i Børne- og Ungdomstandplejen. Børne- og Ungdomstandplejen - Københavns Kommune.
Wieser, C. (2018). Evidence and its integration into teacher knowledge: foucaultian perspectives to link research knowledge and teaching. Journal of Education for Teaching, 44(5), 637-650. https://doi.org/10.1080/02607476.2018.1516352
Wieser, C. (2016). Teaching and personal educational knowledge–conceptual considerations for research on knowledge transformation. European Journal of Teacher Education, 39(5), 588-601. https://doi.org/10.1080/02619768.2016.1253673
Wieser, C. (2013). Konzeptualisierungen von Handeln in Paradigmen der Unterrichtsforschung. Zeitschrift fur Padagogik, 59(1), 95-111.
Wieser, C., Pilch Ortega, A. & Siouti, I. (2018). Transnationale Bildungsräume, Biographien und Praxis empirisch erforschen – konzeptuelle und methodologische Herausforderungen. In Forschungsinseln: Beobachtungen aus der österreichischen Erwachsenenbildungsforschung (pp. 43-54). Waxmann Verlag.
Wieser, C. (2019). Teaching expertise in higher education: A case study on the development of teaching expertise at a public research-intense university. Paper presented at Rethinking Educational Ethnography Conference, Graz, Austria.
Wieser, C. (2019). What teachers do to develop expertise: A personal knowledge perspective. Paper presented at The Danish School of Education Spring Symposium , Aarhus, Denmark.
Wieser, C. (2019). Reliable knowledge on teaching and the knowledge that reachers rely on: Some remarks on evidence as research knowledge and how it can support expertise development. Paper presented at ECER 2019, Hamburg, Germany.
Wieser, C. (2019). Lehrkompetenz an Hochschulen entwickeln: Praxistheoretische Perspektiven und Möglichkeiten für die Weiterbildung. Weiterbildung: Zeitschrift für Grundlagen, Praxis und Trends, 28(5), 35-37.
Wieser, C., Besic, E., Findenig, I., Kukovetz, B., Paleczek, L., Pernsteiner-Koller , C., Reisenbauer, S. & Sprung, A. (2019). Service Learning im Bereich Flucht und Migration: ein Beitrag zur gesellschaftlichen Verantwortung und zur Entwicklung von pädagogischem Wissen im Studium. In E. Hillebrand-Augustin, G. Salmhofer & L. Scheer (Eds.), Responsible university: Verantwortung in Studium und Lehre (pp. 115-130). Leykam Buchverlag.
Wieser, C. (2020). Data Analysis in Ethnography: Challenges and Insights on the Way to Ethnographic Knowledge. Abstract from ECER 2020 - European Conference of Educational Research 2020.
Wieser, C. (2020). Analytical stages in Ethnographic Fieldwork and Data Analysis: An Attempt to illustrate Links between Involved Fieldwork and Retrospective Data Analysis. Abstract from ECER 2020 - European Conference of Educational Research 2020.
Wieser, C. (2020). How an experienced teacher establishes constructive alignment in course coordination and teaching. Abstract from DUN 2020 - Denmarks Universitetspædagogisk Netværk Konference 2020.
Wieser, C. (2020). Links between involved fieldwork and detached data analysis. Abstract from Oxford Ethnography and Education Conference, Oxford, United Kingdom.
Wieser, C. & Pilch Ortega, A. (Eds.) (2020). Ethnography in higher education. Springer. Doing Higher Education
Wieser, C. & Pilch Ortega, A. (2020). Ethnography in higher education: an introduction. In C. Wieser & A. Pilch Ortega (Eds.), Ethnography in higher education (pp. 1-10). Springer.
Wieser, C. (2020). Teaching expertise in higher education: constructive alignment and how an experienced university teacher maintained constructive alignment in practice. In C. Wieser & A. Pilch Ortega (Eds.), Ethnography in higher education (pp. 33-52). Springer.
Wieser, C. (2021). Empirisk analyse af undervisningspraksis og didaktiske situationer. In Almendidaktik : udfordringer og åbninger (pp. 57-70). U Press.
Wieser, C. & Klinger, S. (2020). Professionalisierung mit der Dokumentarischen Methode erforschen: Perspektiven für die Analyse von Wissenstransformation. In Jahrbuch Dokumentarische Methode (pp. 215-238). Centrum für qualitative evaluations- und sozialforschung. https://doi.org/10.21241/ssoar.70909
Wieser, C. (2021). Video diaries as a narrative resource in ethnographic research. Paper presented at Communication, Culture and Diversity International Seminar, Jönköping, Sweden.
Wieser, C. & Maeder, C. (2021). Challenges and Insights on the Way to Ethnographic Knowledge: Data Analysis in Ethnography. Abstract from European Conference on Educational Research (ECER), Geneva (online), 2021.
Wieser, C. (2021). Analytical stages in Ethnographic Fieldwork and Data Analysis: Links between Involved Fieldwork and Retrospective Data Analysis. Abstract from European Conference on Educational Research (ECER), Geneva (online), 2021.
Wieser, C. (2022). Innovation and Transformation in Educational Ethnographic Research: A commentary on the production of knowledge in ethnographic research. Paper presented at 7. International Ethnography Conference: What’s new? Innovation and Transformation in Educational Ethnographic Research, Flensburg, Germany.
Wieser, C. (2022). The Development of Pedagogical Competence in Tacit Knowing: Towards a Polanyian Framework for the Empirical Analysis of Competence Development. Tradition and Discovery, 48(2), 22-35. https://doi.org/10.5840/traddisc202248210
Wieser, C. (2022). Video diaries as spaces of self-care: A post-critical exploration of the pedagogical self. Paper presented at NERA Conference Reykjavik, 2022, Reykjavik, Iceland.
Wieser, C. & Unterweger, G. (2022). Field relations in educational ethnographies: innovative approaches and new strategies in fieldwork. Paper presented at European Educational Research Association - ECER 2022, Yerevan, Armenia.
Wieser, C. (2022). Video diaries as a resource for building relationships of trust in educational ethnography.
Wieser, C. (2023). Die poetische Pädagogik von Grundtvig: Spuren einer dänischen Konzeption von Bildung. Pädagogische Rundschau, 77(2), 205-222. https://doi.org/10.3726/PR022023.0016
Wieser, C. (2024). Teacher qualities that make teachers stay in the profession: Addressing teacher shortage in Nordic countries with ethics of care. In L. E. Damgaard Knudsen, K. Bjerg Petersen, M. Wiberg, H. Plauborg & L. Haastrup (Eds.), Teacher Ethics and Teaching Quality in Scandinavian Schools New Reflections, Future Challenges, and Global Impacts (pp. 51-65). Routledge. https://doi.org/10.4324/9781003407775-5
Wieser, C. (2023). Polanyi’s personal knowledge: A paradigmatic framework for the empirical analysis of tacit knowing. Paper presented at The Polanyi Society Zoom Sessions.
Wieser, C. (2023). Developing trust in educational ethnography: Video diaries as a resource for becoming familiar and enabling truth-telling. Paper presented at ECER 2023- European Conference on Educational Research, Glasgow, United Kingdom.
Wieser, C. (2024). Rethinking educational policy through meta-ethnography: Translating ethnographic research on teacher challenges into educational policy. Paper presented at Rethinking Educational Ethnography Conference 2024, Zaragoza, Spain.
Wieser, C., Unterweger, G., Bagley, C. & Vigo, B. (2024). Experiences and benefits from collaborating in the international ethnography network. European Educational Research Association. https://blog.eera-ecer.de/educational-ethnography/
Wieser, C. (2024). Using video diaries in educational ethnography: what being alone with a camera does for self-representation, trust, and affording a participant perspective. Ethnography and Education, 19(4), 333-352. https://doi.org/10.1080/17457823.2024.2401965
Wieser, C. (2024). Exploring the role of emotions through video ethnography. Paper presented at ECER 2024, Nicosia, Cyprus.
Wieser, C. (2024). Addressing teacher shortage in Nordic countries with Ethics of Care. Paper presented at ECER 2024, Nicosia, Cyprus.
Wieser, C. (2024). Professionsflucht in Skandinavien: Dänische Diskurse zu Professionsethik und Lehrermangel. Paper presented at Schullandschaften in europäischen Grenzregionen – Vergleichende erziehungswissenschaftliche Perspektiven, Flensburg, Germany.
Wieser, C. (2025). Enabling teachers to care: charting the way from shaming students to caring classrooms. Abstract from ECER 2025 , Beograd, Serbia.
Wieser, C. (2025). Omsorgsfuld vejledning: At se behov, tage ansvar og handle responsivt. Abstract from Aktuel vejledningsforskning 2025.
Wieser, C. & Lund Pedersen, C. (2025). From narratives to dialogue: Student veterans' stories as catalysts for transformative learning in higher education. In Z. Sloboda, M. Kopecký & B. Petříková (Eds.), ESREA Triennial Conference 2025: Dialogue in and through Adult Education and Learning: The Book of Abstracts (pp. 116-117). Charles University.
Wiberg, M. (2009). The Influence of tolerance on the Learning Processes in Project Group Work: Tolerance, Learning rights and participation. http://www.fss.uu.nl/ame2009/maps/AME2009program.pdf
Wiberg, M. (2009). Læring og værdier. In M. Etemadi, M. Wiberg, M. Paulsen & S. H. Klausen (Eds.), Læring og erkendelse (1 ed., Vol. 1, pp. 205-226).
Wiberg, M. (2006). Freedom as a value of practice in Moral and Ethical Learning. http://www.oru.se/oru-upload/Institutioner/Pedagogik/Dokument/NFPF/NFPF_Book%20of%20Abstracts_2006.pdf
Wiberg, M. (2008). At tænke præcision. In M. H. Etemadi & J. Zeller (Eds.), At tænke filosofisk: festskrift for Lennart Nørreklit (pp. 109-114).
Wiberg, M. (2010). Valuation of Understanding, From a Curriculum and a 'Didaktik', Perspective PESGB Annual Conference 26.03.-28.03.2010. http://www.philosophy-of-education.org/uploads/papers2010/Wiberg-Workshop.pdf

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Revised 09.06.2022
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Knud Holt Nielsen