Academic interests
- Vocational training
- The vocational teacher in the diverse classroom
- Special needs education in vocational training
Curses taught
- Vocational pedagogics and didactics, Practical vocational education for level 8-13
- Further education for vocational teachers
- Special needs education in vocational training, Master of special education
Background
Work experience
- Adviser at upper secondary school
- Teacher in vocational training, health and childhood
- Teacher in norwegian, upper secondary school
- Social worker
Education
- Master's degree in Social work
- Programm in educational theory and practice
- Colleague counselling
- Norwegian (100 ECTS)
- Social educator
Partners
- OsloMet - about vocational education
- NMBU - about the diverse classroom
Publications
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Dyrnes, Eva Martinsen; Lien, Torunn; Sträng, Dan Roger & Tutvedt, Simen
(2024).
Hvordan kan videregående skole forberede elever- som planlegger å bruke lærekandidatordningen- for varig arbeidslivsdeltakelse?
Nordic Journal of Vocational Education and Training.
14(4),
p. 100–122.
doi:
10.3384/njvet.2242-458X.24144100.
Full text in Research Archive
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Abstract
The training candidate scheme is an accessway into the Norwegian vocational job market for learners who are unable to complete vocational training in secondary school through the ordinary apprentice scheme. This study examines how secondary school can prepare pupils, who aim to utilise the training candidate scheme. We have interviewed former attendees and (current) staff from three secondary schools that offer special needs education. We find that in particular the pupils’ social competence seems to be decisive for their attainment of lasting employment. Key components of this competence seem to be maturity, dependability, and the ability to ‘keep on working’. A factor that appears to be of particular importance is that a large proportion of the pupils’ education is attained through performing practical tasks, especially where this work is similar to carrying out a regular job. Good teacher – student relations also seem to be crucial, as well as the school’s network in the business community. Four categories illuminate our research questions: social and professional competence; relationships, motivation, and coping expectations; empowerment, citizenship, and coping with life; and preparation for working life. We use Norwegian government documents as well as self-efficacy theory and theories of learning and motivation in the discussion of these findings.
Keywords: working life participation, vocational training, adapted training, training candidate
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Dyrnes, Eva Martinsen & Brännström, Martta
(2022).
"Du må være trygg for å kunne fokusere på læring". Ungdomsskolens praksiser og rutiner i sammensetting av 8. klasser.
In Maugesten, Marianne & Spernes, Kari Iren (Ed.),
Overganger i skolen. Fra barnetrinnet til ungdomstrinnet..
Universitetsforlaget.
ISSN 9788215060934.
p. 38–50.
Full text in Research Archive
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Dyrnes, Eva Martinsen & Sträng, Dan Roger
(2021).
Arbeidsinnkludering som en vei til varig arbeidslivstilknytning og et verdig voksenliv: Hvordan metoder for arbeidsinnkludering kan brukes i opplæringen av lærekandidater (Work inclusion as a way to a lasting working life connection and a dignified adult life: How methods for work inclusion can be used in the training of apprentice candidates).
Nordic Journal of Vocational Education and Training.
11(3),
p. 1–21.
doi:
10.3384/njvet.2242-458X.211131.
Full text in Research Archive
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Jonsdottir, Gudrun & Dyrnes, Eva Martinsen
(2019).
Letter writing, an alternative approach in teacher education.
Nordic Journal of Comparative and International Education (NJCIE).
3(4),
p. 34–48.
doi:
10.7577/njcie.3345.
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Instead of telling student teachers who they should be, we asked them: “Who are you?” We used a narrative approach to explore their own perspectives. The students were invited to share their thoughts and experi-ences in letter format. This letter-writing assignment was part of the introduction to intercultural school practices as a reoccurring theme in education theory. We viewed the students’ narratives in light of J. P. Gee’s distinction between discourse with lowercase “d” and Discourse with a capital “D.” The students cited their families as being their most important formative factor, facilitating a safe and active childhood. Emphasis was also placed on where they grew up,with nature a mere “Cherrox2 [all-weather boot] step away”, and where bicycle locks were unnecessary.
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Breilid, Nils & Dyrnes, Eva Martinsen
(2017).
Bestyrkende faktorer som fremmer en positiv overgang fra
skole til varig arbeidslivstilknytning for elever i
lærekandidat-ordningen.
Skandinavisk tidsskrift for yrker og profesjoner i utvikling - SJVD.
2,
p. 1–22.
doi:
10.7577/sjvd.2179.
Full text in Research Archive
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Introduksjon: Artikkelen omhandler ungdom som har hatt spesialundervisning i grunn- og videregående skole og faktorer som kan bidra til en god overgang til varig yrkeslivstilknytning i privat eller offentlig virksomhet. I denne artikkelen ønsker vi, gjennom en kvalitativ tilnærming å forfølge problemstillingen; Hvilke bestyrkende faktorer kan fremme positive overganger fra skole til varig arbeidslivstilknytning for elever i lærekandidatordningen? Teoretisk tilnærming: Artikkelens teoretiske tilnærming forankres i forståelse og fortolkning av norsk skolelovgivning og teori om «empowerment». De teoretiske perspektivene anvendes i drøfting av empiri. Metode: Den metodiske tilnærmingen er kvalitativ. Det er gjennomført fire semi-strukturerte intervjuer av unge informanter som har gjennomført videregående skole i lærekandidatordningen og som har hatt minimum ett års tilknytning til bedrift. Det er gjennomført tematiske analyser av datamaterialet gjennom anvendelse av NVivo 11, et data-analyseprogram som støtter kvalitative data og blandede forskningsmetoder. Resultat og diskusjon: Gjennom tematisk analysen fant vi tre betydningsfulle bestyrkningsfaktorer som har bidratt til gode arenaoverganger og varig arbeidslivstilknytning: a) Anvendelse og utvikling av elevens kompetanse - mestring og mening b) Betydningen av relasjon, kommunikasjon og velfungerende sosio-økologiske nettverk c) Betydningen av elevmedvirkning og elevmedbestemmelse
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Dyrnes, Eva Martinsen; Johansen, Gerd & Jonsdottir, Gudrun
(2015).
Hvordan forbereder PPU lærerstudenter på møtet med det flerkulturelle klasserommet?
Norsk pedagogisk tidsskrift.
ISSN 0029-2052.
99(3-4),
p. 220–232.
Full text in Research Archive
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Nygaard-Joki, Sonja; Dyrnes, Eva Martinsen & Brynildsen, Stine
(2025).
"We have played to each other's strengths in many ways": Developing Teachers' Professional Digital Competence in Vocational Education and Training.
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This research project aims to investigate teachers’ experiences of participating in a professional development project designed to explore flipped classroom as a pedagogical method in vocational education. The research question is: how do teachers experience the development of their professional digital competence in the BlendVET-project? The BlendVET-project: Blended learning in vocational education and training, was a three-year (2021-2024) EEA and Norway Grants project with partners from schools and higher educational institutions in Norway, Iceland and Slovenia. Its main focus was to implement the pedagogical use of digital technologies by fostering a collaboration between the project partners to collectively develop, learn from each other and exchange valuable experiences.
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Dyrnes, Eva Martinsen; Nygaard-Joki, Sonja & Brynildsen, Stine Malin
(2024).
Fra teknologi til praksis? Omvendt undervisning i yrkesfaglig opplæring.
Full text in Research Archive
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Nygaard-Joki, Sonja; Dyrnes, Eva Martinsen & Brynildsen, Stine Malin
(2024).
Omvendt undervisning (Flipped Classroom) for yrkesfagslærere.
Full text in Research Archive
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Dyrnes, Eva Martinsen; Fjeld, Hilde Sofie; Ramberg, Lin Elisabet Sandhaug & Korseberg, Karl Arne
(2023).
Hybrid Positions in Teacher Education.
Full text in Research Archive
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Dyrnes, Eva Martinsen
(2023).
Hvordan forbereder skolen yrkesfagelever som ønsker å benytte lærekandidatordningen, for varig arbeidslivsdeltakelse?
Full text in Research Archive
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Nygaard-Joki, Sonja; Brynildsen, Stine Malin & Dyrnes, Eva Martinsen
(2022).
The state of digitalization in Norwegian education and teacher education.
Full text in Research Archive
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Dyrnes, Eva Martinsen & Brännström, Martta
(2022).
Rutiner og praksiser ved overgangen fra barnetrinnet til ungdomstrinnet.
Full text in Research Archive
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Dyrnes, Eva Martinsen
(2021).
Verdig voksenliv - overganger fra skole til varig arbeidslivstilknytning for lærekandidater.
Full text in Research Archive
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Johansen, Gerd; Solli, Kristin & Dyrnes, Eva Martinsen
(2019).
Exploring knowledge practices in a building and construction program.
Full text in Research Archive
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Breilid, Nils & Dyrnes, Eva Martinsen
(2017).
Identifying significant factors which can contribute to successful transitions from school to lasting employment affiliation for pupils with special needs in vocational training programs.
Full text in Research Archive
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Jonsdottir, Gudrun & Dyrnes, Eva Martinsen
(2017).
Diversity and multicultural classrooms - reflective letter-writing to increase Teachers students self-awerness.
Full text in Research Archive
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Rekdahl, Merete Chatrin & Dyrnes, Eva Martinsen
(2017).
Utviklingsprosjekt med digitale verktøy og medier. Et Puls prosjekt.
Full text in Research Archive
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Dyrnes, Eva Martinsen
(2017).
Diversity and mul¬ticultural classrooms - reflective letter-writing to increase future teachers self-awareness.
Full text in Research Archive
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Sträng, Dan Roger & Dyrnes, Eva Martinsen
(2015).
Fagyrkeslærere som klasseromsforskere. Vurdering for læring på PPU Yrkesfag.
Full text in Research Archive
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Dyrnes, Eva Martinsen & Jonsdottir, Gudrun
(2015).
Let’s make a plan: Educating future teachers for understanding and managing the multicultural classroom.
Full text in Research Archive
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Dyrnes, Eva Martinsen & Johansen, Gerd
(2014).
Inspecting the blind spots: How are Cultural diversity treated in teacher education in Norway?
Full text in Research Archive
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Arnesen, Anne-Lise; Dyrnes, Eva Martinsen & Holte, Kjersti E. Lien
(2013).
Special education – special risk? Troubling pathways to vocational competence for young people in upper secondary education.
Full text in Research Archive
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Arnesen, Anne-Lise; Holte, Kjersti E. Lien & Dyrnes, Eva Martinsen
(2013).
“When One Door Shuts, Another Opens”! How Young People ‘At Risk’ Experience their Schooling towards a Vocational Career.
Full text in Research Archive
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Arnesen, Anne-Lise; Dyrnes, Eva Martinsen & Holte, Kjersti E. Lien
(2013).
“I take one day at a time”. Aims and contradictions in support strategies for young people ‘at risk’ in vocational schooling: Symposium at ATEE conference 2013: Diversity and social justice as a challenge in future.
Full text in Research Archive
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Dyrnes, Eva Martinsen & Holte, Kjersti E. Lien
(2013).
When vulnerability meets demands in vocational education - An ethnographic study of a small upper secondary school and the students`experiences.
Full text in Research Archive
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Dyrnes, Eva Martinsen; Luthen, Geir Sverre & Nätt, Tom Heine
(2013).
Facebook as a communication tool in Secondary Teacher Education.
Full text in Research Archive
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Holte, Kjersti E. Lien & Dyrnes, Eva Martinsen
(2013).
I take one day at a time Young people "at risk" in vocational schooling envisioning their future career.
Full text in Research Archive
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Published June 12, 2018 4:20 PM
- Last modified Aug. 25, 2023 1:26 PM
