Dialogue about “learning” across the Northern Norway-Russia border: An analysis of textbooks in kindergarten teacher education

This paper is the first in a series of three studies that explore the pedagogy used in the Norwegian and Russian early childhood settings by examining texts that are part of the syllabus in two early childhood teacher education programs that participated in our project with student international exchanges. The study explores how Mikhail Bakhtin’s notion of dialogue relates to the concept of ‘learning’ in the context of early childhood teacher educations in Northern Norway and Northern Russia. The data sources are textbooks used as syllabi for kindergarten teacher education in those countries. These national dialogues are understood as authoritative discourses on the concepts of learning to which the students in both countries have to relate. By being inspired by Bakhtin’s notion of dialogue, we consider that the ideas in textbooks areas are in a dialogic relationship as they are parts of a regulating battle between centrifugal and centripetal forces. A constructivist perspective on learning and the division of the learning process into subject, knowledge and education areas are identified as the centripetal forces in the dialogue on learning. Activities, tools, and the role of adults are identified as centrifugal forces. Based on the hypothetical premise that textbooks influence practices and that practice may unfold as textbooks describe, we have created hypothetical discussions between educators and students in these countries. The study provides better insight on the premises for the dialogue about learning across international borders which can be useful in internalization and exchange programs in kindergarten teacher educations in different countries

Team reflexivity and the shared mind in interprofessional learning

In interprofessional (IP) workplace education, course and project leaders need a deeper understanding of how students learn. Basically, in IP workplace learning students learn from each other, from the affected agents (patients, clients, children, youth, or elderly), from the staff, and from using multitudes of artifacts. Most of these interpersonal processes are largely tacit, and we therefor decided on elucidating their possible parts in IP learning theoretically, focusing on central interpersonal aspects of team learning processes; team reflexivity and intersubjectivity. Consequently, our study aim was to elucidate possible associations between team reflexivity and the shared mind when students in the IP team interact within each other, with the people and with the artifacts around them. In this article we investigate, elaborate, and conceptualize relevant social theories which address aspects of team reflexivity and intersubjective activities. We will then elaborate and conceptualize consequences for increased understanding IP team learning. Based on our mutual libraries, we have searched in PubMed and Google Scholar for team reflexivity, intersubjectivity, shared mind and their combinations. We came to understand reflexivity and team reflexivity as mostly tacit activities which may be regarded as being interpersonal and self-pacing. Intersubjectivity is however based on the free interaction between minds, orchestrating each other with common ideas, thoughts, attitudes, and bodily actions. Intersubjectivity is created when team members’ verbal and non-verbal activities resonate, giving a shared feeling of developing mutual and common ideas, concepts, and understanding. Team reflexivity, and intersubjectivity are necessary aspects in understanding the learning processes in IP student teams, and we have sketched some consequences for IP course design.publishedVersio

Experiences of existential and spiritual nursing care for cancer patients

Poster presentert på den internasjonale konferfansen “Spiritiual Care - The State of the Art and International Perspectives”, 18.oktober 2019 i Bergen

”Course in Palliative Care for Children” 10 ECTS Master level

Rapporten finnes også på engels

Endringer i forskningsaktiviteten ved Universitetssykehuset Nord-Norge 2000 - 2005

Bakgrunn: Norsk medisinsk forskning hevder seg dårlig i nordisk sammenheng. Ved UniversitetssykehusetNord-Norge (UNN) ble forskningsaktivitet og hindringer for klinisk forskning undersøktmed en spørreskjemaundersøkelse i år 2000. Denne undersøkelsen er nå gjentatt etter fem år for å se omforholdene er endret.Materiale og metode: Alle leger og psykologer ved UNN fikk i mai 2005 tilsendt det samme spørreskjemaetsom ble brukt i år 2000.Resultater: Etter purring hadde 433 (82%) av 530 spurte svart. 48% deltok i et pågående forskningsprosjekt(38% i et prosjekt som kvalifiserte til medforfatterskap, 5% i et prosjekt initiert av industrien, 5% ibegge typer prosjekter). 22% av de spurte oppgav å ha doktorgrad, 28% hadde publisert i fagfellevurderttidsskrift uten å ha doktorgrad, mens 28% ikke hadde publisert i slike tidsskrifter. Av faktorersom hindret forskning eller økt forskningsaktivitet, angav 84% mangel på tid, 52% faktorer sompotensielt kunne avhjelpes av sykehusets apparat for forskningsstøtte og 35% andre faktorer. Uttrykt iprosentandeler var det små endringer i svarene i forhold til år 2000.Fortolkning: Det har ikke skjedd noen endring i andelen ansatte engasjert i forskning ved UNN fra2000 til 2005. Fortsatt oppleves mangel på tid som den viktigste hindringen for forskning

Barnehagelærere med ny identitet

When professionals leave the profession for which they were trained, it is reasonable to assume that society has a challenge. Important theoretical and practical expertise and knowledge leave the sector. Often, escape routes from a profession are also a signal that those who are professionally educated are not satisfied with the working conditions at their workplace - a signal of an identity crisis in the profession. Pre-school or kindergarten teachers in Norway were for a long time a professional group that left their profession - they were nomads of professions. A study from 2015 (Gulbrandsen 2015) showed that kindergarten teachers stopped quitting. The nomad character for Norwegian pre-school teachers became weaker. Guldbrandsen concludes that the change can be explained by a strengthened societal recognition of the professional group's contribution and expertise. The professional identity gained legitimacy in the occupational group's surroundings. This article is based on findings from extensive follow-up research for the reform of Norwegian kindergarten teacher training - the BLU reform from 2014 to 2016. The survey provided extensive data material with answers from students for 3 years over the entire reform period. Our findings indicate that attitudes and values among the students - future professionals - can contribute to the nomadic character of the kindergarten teaching profession remaining low in the future as well. One factor that contributes strongly to explaining variation is the distinction between intrinsic and extrinsic motivation. The students in our selection are strongly internally motivated. The heart beats for the children. No other factor provides a stronger explanatory power than this one

Barnehagelærere med ny identitet: Ikke lenger profesjonsnomader?

When professionals leave the profession for which they were trained, it is reasonable to assume that society has a challenge. Important theoretical and practical expertise and knowledge leave the sector. Often, escape routes from a profession are also a signal that those who are professionally educated are not satisfied with the working conditions at their workplace - a signal of an identity crisis in the profession. Pre-school or kindergarten teachers in Norway were for a long time a professional group that left their profession - they were nomads of professions. A study from 2015 (Gulbrandsen 2015) showed that kindergarten teachers stopped quitting. The nomad character for Norwegian pre-school teachers became weaker. Guldbrandsen concludes that the change can be explained by a strengthened societal recognition of the professional group's contribution and expertise. The professional identity gained legitimacy in the occupational group's surroundings. This article is based on findings from extensive follow-up research for the reform of Norwegian kindergarten teacher training - the BLU reform from 2014 to 2016. The survey provided extensive data material with answers from students for 3 years over the entire reform period. Our findings indicate that attitudes and values among the students - future professionals - can contribute to the nomadic character of the kindergarten teaching profession remaining low in the future as well. One factor that contributes strongly to explaining variation is the distinction between intrinsic and extrinsic motivation. The students in our selection are strongly internally motivated. The heart beats for the children. No other factor provides a stronger explanatory power than this one

Farm-based day care services – a prospective study protocol on health benefits for people with dementia and next of kin

Introduction: The increasing number of people with dementia will place a considerable challenge on the health care system and will necessitate innovation and new solutions. Day care services aim to provide meaningful activities and coping experiences for the target group. The aim of the present study is to explore the experience and potential health benefits for people with dementia attending farm-based day care services in Norway and their next of kin. Methods and design: The present study is a prospective study organized into several qualitative and quantitative sub-studies. Study period will last from 2016–2020. We use a multi-method approach and both an empirical and a constructivist view on knowledge to explore this multi-facetted phenomenon. Discussion: Several challenges are expected, for instance, the ability to include participants with dementia and keep them within the study for the whole study period. The functioning level of participants regarding language and understanding could challenge their ability to answer. Despite having several limitations, we believe that this study with its different approaches and methods will add important knowledge to the field. Knowledge from our study could be essential for creating day care services of good quality for people with dementia and such services could reduce the burden of care for their next of kin.publishedVersio