Helen Margrethe Voreland Eikeland

• Eikeland, Helen & Ringereide, Hans Otto (2019). Rethinking pedagogical strategies: Vitalizing life experience in teacher education. Journal of Education and Human Development (New York). ISSN 2334-296X. 8(2), p. 129–134. doi: 10.15640/jehd.v8n2a13. Show summary

  The main concern in this article is to investigate how to follow up and assist students, entering teacher training programs, to develop ownership to their process of becoming a teacher. The critical element here is the students‘ approach to the syllabus and textbooks. This paper argues the relevance of vitalizing students lived experiences as a central part of engaging in their studies to create ownership of their process of becoming a group of diverse and confident teachers. By giving life experiences a position as an active part of the syllabus in teacher education, life experiences will consequently be a relevant part of the content in the study and also be taken into account in any examinations

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• Wergeland, Birgitte & Eikeland, Helen (2021). Hvordan bli en god lærer med Helen M. V. Eikeland. [Internet]. https://player.captivate.fm/episode/1030344d-d0b9-47de-ab3c-.
• Kristiansen, Aslaug; Haraldstad, Åse; Eikeland, Helen & Endresen, Kristin (2019). DEMBRA-tematikk i pedaogogikkundervisningen - tilbakeblikk og veien videre.
• Stray, Ingunn Elisabeth & Eikeland, Helen (2017). Refractions of the Global Educational Agenda - Educational Possibilities in an Ambiguous Policy Terrain. In Goodson, Ivor F. & Rudd, Timothy (Ed.), Negotiating neoliberalism: developing alternative educational visions. Brill|Sense. ISSN 9789463008525. p. 87–100.
• Eikeland, Helen (2018). The lifeworld of Nepalese teachers : Ideals, beliefs and agency. Universitetet i Agder. ISSN 978-82-7117-893-2. Full text in Research Archive

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