Armend Tahirsylaj
Om
Armend Tahirsylaj er førsteamanuensis i utdanning ved Institutt for Lærerutdanning, NTNU, siden 2018, hvor han underviser i pedagogikk- og forskningsmetoderettede kurs på lærerutdanningene, og leder forskningsgruppen InEdS: Integrated Education Studies. Han tok sin doktorgrad i Educational Theory and Policy fra Pennsylvania State University, USA, i 2015. Før NTNU har han hatt en post-doc stilling i utdanning ved Linnéuniversitetet, Sverige, forskerstillinger i Verdensbanken og Penn State, USA , og en lærerstilling ved Universitetet i Prishtina, Kosovo. Hans nåværende undervisning og forskning fokuserer på læreplanteori, Didaktik/Bildung-tradisjon, utdanningspolitikk, lærerutdanning, internasjonale storskalavurderinger, internasjonal komparativ utdanning og forskningsmetoder. Hans siste publikasjoner har undersøkt lærernes autonomi og ansvar på tvers av didaktikk og læreplanutdanningstradisjoner, spredning av kompetansebaserte læreplaner internasjonalt, læreplanreformer og implementering i Kosovo de siste 20 årene, Bildung i kontinentale og nordiske Europa-kontekster, og rollen til transnasjonal og nasjonal utdanningspolitikk om mestring av nøkkelkompetanser i nasjonale sammenhenger. Hans forskningsarbeid har blitt publisert i ledende internasjonale fagfellevurderte tidsskrifter som Journal of Curriculum Studies, Comparative Education, Curriculum Inquiry, Curriculum Perspectives, European Education, European Journal of Teacher Education, Nordic Studies in Education og Nordic Journal of Studies in Educational Policy.
Forskning
Publikasjoner
2021
-
Duschl, Richard A.;
Tahirsylaj, Armend.
(2021)
Evolving Conceptions of Educational Research and Inquiry.
International Handbook of Inquiry and Learning.
Vitenskapelig Kapittel/Artikkel/Konferanseartikkel
-
Tahirsylaj, Armend.
(2021)
Placing Kosovo in the didaktik-curriculum continuum: A quantitative, international comparative perspective.
Issues in educational research.
volum 31 (1).
Vitenskapelig artikkel
-
Tahirsylaj, Armend.
(2021)
Teacher responsibility over intended, taught, and tested curriculum, and its association with students’ science performance in PISA 2015 across Didaktik and curriculum countries.
Didaktik and Curriculum in Ongoing Dialogue.
Faglig kapittel
-
Tahirsylaj, Armend;
Fazliu, Fitore.
(2021)
From Content- to Competence-Based Curricula–An Educational Account of Curriculum Policy in Kosovo.
European Education : Issues and Studies.
volum 53 (1).
Vitenskapelig artikkel
-
Tahirsylaj, Armend;
Smith, William C.;
Khan, Gulab;
Wermke, Wieland.
(2021)
The conceptual and methodological construction of a ‘global’ teacher identity through talis.
Center for Educational Policy Studies Journal – CEPS Journal.
volum 11 (3).
Vitenskapelig artikkel
-
Tahirsylaj, Armend;
Werler, Tobias Christoph.
(2021)
In search of dimensions of bildung: A quantitative approach.
Nordic Studies in Education.
volum 41 (1).
Vitenskapelig artikkel
2020
-
Tahirsylaj, Armend.
(2020)
Trends in Teacher Monitoring Methods across Curriculum and Didaktik Traditions: Evidence from three PISA waves.
Nordic Journal of Comparative and International Education (NJCIE).
volum 4 (2).
Vitenskapelig artikkel
-
Tahirsylaj, Armend.
(2020)
What kind of citizens? Constructing ‘Young Europeans’ through loud borrowing in curriculum policy-making in Kosovo.
Comparative Education.
Vitenskapelig artikkel
-
Tahirsylaj, Armend;
Sundberg, Daniel.
(2020)
The unfinished business of defining competences for 21st century curricula—a systematic research review.
Curriculum Perspectives.
volum 40.
Vitenskapelig artikkel
-
Werler, Tobias Christoph;
Tahirsylaj, Armend.
(2020)
Differences in teacher education programmes and their outcomes across Didaktik and curriculum traditions.
European Journal of Teacher Education.
Vitenskapelig artikkel
2019
-
Tahirsylaj, Armend.
(2019)
Revisiting ‘curriculum crisis’ dialogue: in search of an antidote.
Nordic Journal of Studies in Educational Policy.
Vitenskapelig oversiktsartikkel/review
-
Tahirsylaj, Armend.
(2019)
Teacher autonomy and responsibility variation and association with student performance in Didaktik and curriculum traditions.
Journal of Curriculum Studies.
volum 51 (2).
Vitenskapelig artikkel
-
Tahirsylaj, Armend;
Matson, Jack;
Gashi, Leonora.
(2019)
Educating Minds for the Age of Innovation.
International Journal of Innovation, Creativity and Change.
volum 5 (1).
Vitenskapelig artikkel
-
Tahirsylaj, Armend;
Wahlström, Ninni.
(2019)
Role of transnational and national education policies in realisation of critical thinking: the cases of Sweden and Kosovo.
Curriculum Journal.
Vitenskapelig artikkel
Tidsskriftspublikasjoner
-
Tahirsylaj, Armend.
(2021)
Placing Kosovo in the didaktik-curriculum continuum: A quantitative, international comparative perspective.
Issues in educational research.
volum 31 (1).
Vitenskapelig artikkel
-
Tahirsylaj, Armend;
Fazliu, Fitore.
(2021)
From Content- to Competence-Based Curricula–An Educational Account of Curriculum Policy in Kosovo.
European Education : Issues and Studies.
volum 53 (1).
Vitenskapelig artikkel
-
Tahirsylaj, Armend;
Smith, William C.;
Khan, Gulab;
Wermke, Wieland.
(2021)
The conceptual and methodological construction of a ‘global’ teacher identity through talis.
Center for Educational Policy Studies Journal – CEPS Journal.
volum 11 (3).
Vitenskapelig artikkel
-
Tahirsylaj, Armend;
Werler, Tobias Christoph.
(2021)
In search of dimensions of bildung: A quantitative approach.
Nordic Studies in Education.
volum 41 (1).
Vitenskapelig artikkel
-
Tahirsylaj, Armend.
(2020)
Trends in Teacher Monitoring Methods across Curriculum and Didaktik Traditions: Evidence from three PISA waves.
Nordic Journal of Comparative and International Education (NJCIE).
volum 4 (2).
Vitenskapelig artikkel
-
Tahirsylaj, Armend.
(2020)
What kind of citizens? Constructing ‘Young Europeans’ through loud borrowing in curriculum policy-making in Kosovo.
Comparative Education.
Vitenskapelig artikkel
-
Tahirsylaj, Armend;
Sundberg, Daniel.
(2020)
The unfinished business of defining competences for 21st century curricula—a systematic research review.
Curriculum Perspectives.
volum 40.
Vitenskapelig artikkel
-
Werler, Tobias Christoph;
Tahirsylaj, Armend.
(2020)
Differences in teacher education programmes and their outcomes across Didaktik and curriculum traditions.
European Journal of Teacher Education.
Vitenskapelig artikkel
-
Tahirsylaj, Armend.
(2019)
Revisiting ‘curriculum crisis’ dialogue: in search of an antidote.
Nordic Journal of Studies in Educational Policy.
Vitenskapelig oversiktsartikkel/review
-
Tahirsylaj, Armend.
(2019)
Teacher autonomy and responsibility variation and association with student performance in Didaktik and curriculum traditions.
Journal of Curriculum Studies.
volum 51 (2).
Vitenskapelig artikkel
-
Tahirsylaj, Armend;
Matson, Jack;
Gashi, Leonora.
(2019)
Educating Minds for the Age of Innovation.
International Journal of Innovation, Creativity and Change.
volum 5 (1).
Vitenskapelig artikkel
-
Tahirsylaj, Armend;
Wahlström, Ninni.
(2019)
Role of transnational and national education policies in realisation of critical thinking: the cases of Sweden and Kosovo.
Curriculum Journal.
Vitenskapelig artikkel
Del av bok/rapport
-
Duschl, Richard A.;
Tahirsylaj, Armend.
(2021)
Evolving Conceptions of Educational Research and Inquiry.
International Handbook of Inquiry and Learning.
Vitenskapelig Kapittel/Artikkel/Konferanseartikkel
-
Tahirsylaj, Armend.
(2021)
Teacher responsibility over intended, taught, and tested curriculum, and its association with students’ science performance in PISA 2015 across Didaktik and curriculum countries.
Didaktik and Curriculum in Ongoing Dialogue.
Faglig kapittel
Formidling
2023
-
Vitenskapelig foredragVeelo, Nicole Christine; Engen, Dagrun Astrid Aarø; Rønningen, Elisabeth; Tahirsylaj, Armend; Jensen, Magnus Rom; Solhaug, Solvor. (2023) Mapping Educational Research on Bildung - a Systematic Review. NERA Conference 2023 . Oslo Met; Oslo. 2023-03-15 - 2023-03-17.
2022
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Vitenskapelig foredragRønningen, Elisabeth; Tahirsylaj, Armend. (2022) Mapping scholarship on Bildung - a general overview. Nordic Educational Research Association 2022 . University of Iceland; Reykjavik. 2022-06-01 - 2022-06-03.
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Vitenskapelig foredragTahirsylaj, Armend; Rønningen, Elisabeth; Hoveid, Marit Honerød; Engen, Dagrun Astrid Aarø; Hoveid, Halvor; Veelo, Nicole Christine; Corral-Granados, Anabel; Jensen, Magnus Rom; Solhaug, Solvor. (2022) Educational research on Bildung - Bildung in and Curriculum. 9th Nordic Curriculum Theory Conference . Linnaeus University; Växjö. 2022-10-20.
2021
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Vitenskapelig foredragHoveid, Marit Honerød; Hoveid, Halvor; Tahirsylaj, Armend. (2021) Advancing teaching and teacher education through teachers’ educational language: a new frontier. Nordic Educational Research Conference . Nordic Educational Research Association (NERA); Odense. 2021-11-03 - 2021-11-05.
2019
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Vitenskapelig foredragTahirsylaj, Armend. (2019) Curriculum Reform as a Political Statement in Developing Contexts: A Discursive and Non-affirmative Approach. American Educational Research Association (AERA) 2019 Annual Conference ; Toronto. 2019-04-05 - 2019-04-09.
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Vitenskapelig foredragTahirsylaj, Armend. (2019) From content- to competence-based curricula – externalization and convergence in curriculum policy making in Kosovo. 4th European Conference on Curriculum Studies (ECCS) 2019 Bi-Annual Conference ; Maynooth. 2019-06-07 - 2019-06-08.
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Vitenskapelig foredragTahirsylaj, Armend. (2019) Implications of Competence-Based Education Approaches to Curriculum Policy-making: The unfinished business of defining competences for 21st century curricula. European Educational Research Association (EARLI) 2019 Biannual Conference ; Aachen. 2019-08-12 - 2019-08-16.
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Vitenskapelig foredragTahirsylaj, Armend; Sundberg, Daniel. (2019) From Competence-Based Curriculum Policy to Implementation to Assessment of Key Competences: A Systematic Review 1997-2017. European Conference on Educational Research (ECER) 2019 Annual Conference ; Hamburg, Germany. 2019-09-03 - 2019-09-06.
2018
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Vitenskapelig foredragTahirsylaj, Armend. (2018) Curriculum Implementation and Assessment of Key Competences within Competence-based Education Approaches: A Systematic Review 1997-2017. 6th World Curriculum Studies Conference 2018 ; Melbourne. 2018-12-09 - 2018-12-12.