QUINT has established a shared Nordic classroom data corpus (the QUINT LISA Nordic data set), developed a controlled vocabulary for tagging teaching and learning practices in classrooms, and created a video library (i.e. Praxis Gallery) for pre- and in-service teacher education. Monthly webinars and targeted observation sessions attracted international experts, fostering discussion on observation systems and teaching quality, with QUINT researchers frequently invited as panelists, discussants, and experts in the field.
The centre has pioneered innovative researcher–teacher collaboration using classroom videos and observation manuals. Engagement activities with over 600 practitioners and school leaders helped develop a shared language for discussing teaching, break teaching into observable facets for professional development, and establish a foundation for continuous researcher–teacher learning. Ongoing projects with Reykjavik and Oslo municipalities (2024 2027) demonstrate the promise of these approaches at the local level.
QUINT also explored bridging theory and practice in teacher education. Using authentic classroom videos across programs in Akureyri (Iceland), Odense (Denmark), and Oslo (Norway), the centre enhanced the connection between campus training and field placements. Two new national teacher education projects (Iceland and Denmark, 2024–2028) will scale these approaches, while the Norwegian Praxis Gallery video library provides teacher candidates and educators with systematic, high-quality classroom examples to support professional learning.
Publications
Most significant outputs from the centre
Quint LISA Nordic DataSet, https://doi. org/10.5281/zenodo.6381818
Emilsson Peskova, R., Lindholm, A., Ahlholm, M., Vold, E. T., Gunnþórsdóttir, H., Slotte, A., & Esmann Busch, S. (2023). Second Language and Mother Tongue Education for Immigrant Children in Nordic Educational Policies: Search for a Common Nordic Dimension. Nordic Studies in Education, 43(2), 128–144. https://doi.org/10.23865/nse.v43.3982
Klette, K. (2023). Classroom observation as a means of understanding teaching quality: towards a shared language of teaching. Journal of Curriculum studies 55(1), pp 1-14. 10.1080/00220272.2023.2172360
Klette, K., Luoto, J., M., & Jentsch, A. (Eds.) (2024/Accepted). Breaking out of silos: Using classroom videos for crossdisciplinary and cross-methodological examinations of teaching qualities.
School Effectiveness and School Improvement Journal; Special Issue (Accepted). (Six articles plus Introduction and Discussion Chapter). Klette, K., Magnusson,C. and Sigurjónsson, J.O. (Eds.) (2025/ Accepted). Investigating teaching quality through video capture: quality and equity in Nordic classrooms. Springer (nine chapters plus an Afterword)
Mathé, N. E. H. & Christensen, A. S. (2024). “Show and tell: scaffolding practices in lower secondary social science classrooms”. Journal of Curriculum Studies. https://doi.org./10.1080/00220272.2024.2378315
Nilsberth, M., Høegh, T & Slot, M. (2024). Spatializing literacy-as-events. Literacy in new techno-scholastic environments of lower secondary classrooms. Language & Education. https://doi.org/10.1080/09500782.2024.2425719
Tengberg, M., Blikstad-Balas, M., Roe, A (2022), “Missed opportunities of text-based instruction: What characterizes learning of interpretation if strategies are not taught and students not challenged?” in Teaching and Teacher Education, Volume 115. https://doi.org/10.1016/j.tate.2022.103698.
White, M., Luoto, J. M., Klette, K., & Blikstad-Balas, M. (2022). Bringing the Conceptualization and Measurement of Teaching into Alignment. Studies in Educational Evaluation. 75. https://doi. org/10.1016/j.stueduc.2022.101204
Blikstad-Balas, M. & Jenset, I.S. (2024). Using Video to Foster Teacher Development. Improving Professional Practice through Adaptation and Reflection. Routledge (10 chapters plus an afterword)
Magnusson, C.G., Luoto, J.M., BlikstadBalas, (2023). Developing teachers’ literacy scaffolding practices—successes and challenges in a video-based longitudinal professional development intervention. Teacher and Teacher Education 133, 104274. https://doi.org/10.1016/j.tate.2023.104274