Britt Ulstrup Engelsen

Educational background:

Degrees.

1988: Ph.d.: University of Oslo

1971: Advanced Degree/ Master Degree in Education: University of Oslo, Department of Educational Research (Cand. paed)

1966: Degree from Teacher Education College (Oslo)

Employment history.

1995: Professor at University of Oslo, Department of Educational Research

1988 - 1995: Associate professor at University of Oslo, Department of Educational Research

1977 - 1988: Assistant professor at Univesity of Oslo, Department of Educational Research,

1973 - 1976: Research fellow at University of Oslo, Department of Educational Research

1968 - 1972: Research assistant, University of Oslo, Department of Educational Research

1963 - 1964: Primary school teacher (Skiptvet)

Didactical and curriculum research

• Educational politics and the implementation of educational reforms


• Curriculum ideology/ the ideas behind the curriculum


• Curriculum development


• School subjects as they are described in curriculum guidelines

Main project: Didactics as a Norwegian  field of study at the turn of the century (Didaktikk på norsk mot år 2000)

Currently - a subsidiary project: Didactics of school subjects - a critical view (Prosjekt fagpresentasjoner)

In addition: The new Norwegian curriculum guidelines (the curriculum for knowledge promotion) - a critical view.

Coordinator of the intermediate parts of the bachelor program (Nivåkoordinator for PED 1xxx-emnene)

Just now:

• Educational politics and Educational reforms (PED 2230)


• Teaching and learning strategies (PED 2210)

Generally:

• Lectures witin the area of didactics and curriculum theory

In addition:

• Tutor when master students (DOL) have practice in teaching at the Department of Educational Research

Ph.d- dissertation (1988): How do curriculum guidelines describe literary instruction, and how are they affected by ideas and debate about literary instruction? The research project concerned the ideas behind literaryr instruction for pupils in class 7th, 8th and 9th of the compulsory 9-year basic school in Norway. I tried to elucidate the ideas behinfd literary instruction for these pupils in the period from about 1970 (when the curriculum M74 was developed) till about 1987(whren the curriculum M87 was published)

1989 - 1992: A research project supported by the Norwegian Research Council for The Humanities and Science (NAVF) through its Program for Educational Research (PUF: Curriculum and School Subjects: The Content of Schooling - Intended, Operationalized and Realised - Within Their Administartive and Structural Contexts, Viewed from both Historical and Contemporary Perspectives. The project encompassed a series of studies carried out by senior researchers, doctoral students and graduate students. A steering group was establshed consisting of Associate professor Bjørg B. Gundem, Associate professor Britt U. Engelsen and research fellow Berit Karseth.

 Subsidiary to the main project I focused a revision of curriculum guidelines for the teaching of mother tongue and literature in upper secondary education in Norway. I tried to elucidate the ideas behind literary instruction for the pupils on this level in the period from about 1976 till about 1990. Focus was upon how the curriculum guidelines described literary instruction for academic and vocational students respectively. Many teachers wanted a more common teaching of Norwegian to these two groups of students.

1994 - 1998: A study concerning the vocational training part of upper secondary education. I focused the apprenticeship training part of this training and especially the craft or journeyman's test (fagprøven). Compared to the publicity of the examinations in the school part of upper secondary education this test has remained in concealment. I looked upon the craft/ journeyman's test in the perspective of educational evaluation theory. The basis of the study was analysis of public documents.

1994 - 1998: A study concerning curriculum guidelines for congregational education. The curriculum guidelines were analysed from different interpretations of central tasks of congregational education, and by means of curriculum theory.

1990 - 1995: Vice-director of the department of Educational research

1993 - 1995: Vice-dean of the faculty of Social Sciences at the University of Oslo

• Chair of the committee for research and resarch education at the faculty of Social Sciences at the University of Oslo


• 01.01. - 31.12.95: Chair of the national committee for researc and research education in the Social Sciences


• member and vice-chair (1994 - 1995) of the Senate's committee for research and research education


• chair of the committee for student entrance at the faculty of Social Sciences

Books:

Engelsen, B.U (1993): Når fagplan møter lærer. AdNotam Gyldendal. Oslo

Engelsen, B.U. (2003): Ideer som formet vår skole? Læreplanen som idébærer - et historisk perspektiv. Gyldendal Akademiske. Oslo

Engelsen, B.U. (2006): Kan læring planlegges. Arbeid med læreplaner - hva, hvordan hvorfor. Revidert mot L06 - Læreplan for kunnskapsløftet. Gyldendal Akademisk. Oslo (5. utg. Tidligere utgaver i 1990, 1994, 1997, 2002)

Articles:

Engelsen, B.U (1993): Nødvendig: En læreplanforståelse som kan bidra til et didaktiskmotstandspotensiale. Norsk Pedagogisk Tidsskrift, 77, 2, 48 - 68

Engelsen, B.U. (1994): Lærlingeordningen - et kritisk punkt i Reform 94. Norsk Pedagogisk Tidsskrift, 78. 4, 244 - 253

 Engelsen, B.U. (1994): Kirkelige planer for undervisning - på tide med et helhetsperspektiv. Kirke og kultur, 99, 3, 223 - 232

Engelsen, B.U. (1994): Kunnskapsynet i plan for dåpsopplæring. Halvårsskrift for Praktisk teologi, Tilleggshefte til Luthers kirketidende, nr. 2, 1 - 9

Engelsen, B.U. (1998): Didaktisk relasjonstenkning - et 20-års jubileum. Norsk Pedagogisk Tidsskrift, 81, 4 - 5, 240 - 251

Engelsen, B.U. (81998): Menigheten som læringsfellesskap. Prismet, 52, 3, 95 - 102

Engelsen, B.U. (2000): Enkeltfagenes didaktikk: En amputert skolefagsdidaktikk! Norsk Pedagogisk Tidsskrift, 84, 6, 369 - 383.

Engelsen, B.U. (3001): Et blikk på kirkedidaktikken. Prismet, 52, 3, 95 - 102

Engelsen, B.U. (2001): Fagdidaktikk - kunnskap for undervisningsvirkeligheten?  Bedre skole, nr. 2, 13 - 21

Engelsen, B.U. (2005): En fagdidaktikk for dagens og morgendagens skole? Norsk Pedagogisk Tidsskrift, nr. 2, 89 - 99

Engelsen, B.U. (2006): Samme sak: fagdidaktikk i lærerutdanningen og fagdidaktikk som akademisk disiplin? Norsk Pedagogisk Tidsskrift, 90, 1, 5 - 16

Reports:

Engelsen, B.U. (1998): En læreplanteoretisk analyse av planer for menighetspedagogisk virksomhet i Den norske kirke. Universitetet i Oslo. Pedagogiske forskningsinstitutt. Rapport nr. 3 ("Gulserien")

Engelsen, B.U. (1998): Fagprøve og fagforståelse med fragmenter i et bilde av fagopplæring i arbeidslivet.  Universitetet i Oslo. Pedagogisk forskningsinstitutt. Rapport nr. 6 ("Gulserien")

Engelsen, B.U. (2000): Slik begynte det - - -. Didaktikk på norsk mot år 2000. Del I. Universitetet i Oslo. Pedagogisk forskningsinstitutt. Rapport nr. 3 ("Gulserien")

Engelsen, B.U. (2000): Et utdanningspolitisk brudd? Didaktikk mot år 2000. Del II. Universitetet i Oslo. Pedagogisk forskningsinstitutt. Rapport nr. 4 ("Gulserien")

Engelsen, B.U. (2008): Sentrale styringssignaler og lokale strategidokumenter. Universitetet i Oslo. Pedagogisk forskningsinstitutt. (Prosjekt ARK Rapport 1)

For complete list of publications see FRIDA