Anne Karin Vikstøl Olsen

• Spieler, Kristin Severinsen; Olsen, Anne Karin Vikstøl & Theil, Anne Louise (2026). Samisk innhold i barnehagen: Fra nasjonal forpliktelse til implementering. Nordisk barnehageforskning (NBF). 23(2), s. 185–203. doi: 10.23865/nbf.v23.889. Fulltekst i vitenarkiv Vis sammendrag

  Med tanke på den historiske og aktuelle betydningen av samisk kultur i norsk barnehagepraksis er det viktig å undersøke hvordan det arbeides med samisk innhold i ulike geografiske områder. Hensikten med denne studien er å få innsikt i hvilke refleksjoner og vurderinger som ligger til grunn for barnehagelæreres arbeid med samisk innhold i barnehager i Agder. Det ble benyttet refleksiv tematisk analyse av kvalitative spørreskjemabesvarelser. Barnehagelærernes vurderinger påvirkes av forholdet de har til den samiske kulturen, da dette har innvirkning på om arbeidet oppleves som meningsfullt. Manglende direkte kontakt med samisk kultur, forsterket av geografisk avstand og kunnskapsmangel, medfører at det i liten grad planlegges jevnlig for samisk innhold. Frykt for respektløshet og kulturell appropriasjon, kombinert med begrensede ressurser, bidrar til at andre kulturer prioriteres. Politiske krav og barnehagens daglige praksis skaper en balansegang mellom ambisjon og usikkerhet, og samisk innhold blir ofte begrenset til symbolske markeringer av nasjonaldagen med risiko for stereotypifisering. Implikasjoner for praksis og politikk inkluderer et behov for å styrke barnehagelærernes kompetanse og sikre tilstrekkelig pedagogdekning, samt utvikle gode, tilgjengelige ressurser for samisk innhold utover det som benyttes til feiring av nasjonaldagen. 

• Spieler, Kristin Severinsen; Engtrø, Randi; Pedersen, Lovise Lohne & Olsen, Anne Karin Vikstøl (2025). A Collaborative Online International Learning (COIL) Experience in Early Childhood Teacher Education. Education Sciences. 15(4). doi: 10.3390/educsci15040494. Fulltekst i vitenarkiv Vis sammendrag

  This study explores the use of Collaborative Online International Learning (COIL) as a pedagogical method to enhance intercultural competence among Early Childhood Teacher Education (ECTE) students, with an emphasis on Indigenous perspectives in Norway and Canada. Using qualitative focus group interviews with Norwegian students engaged in a COIL project with Canadian peers, this research identifies key pedagogical benefits and logistical considerations of this approach. The findings indicate that COIL enhances critical intercultural skills, such as cross-cultural communication and collaboration. This study highlights the necessity of establishing clear guidelines and objectives from the beginning, alongside active teacher participation, to foster a supportive environment that builds student confidence and autonomy. Additionally, COIL has broadened students’ understanding of cultural perspectives, which is valuable for their application in early childhood education settings. Ultimately, this study positions COIL as a valuable method for promoting intercultural collaboration and embedding Indigenous perspectives. This approach serves as a form of internationalization at home, preparing students to integrate diverse cultural insights into their professional roles in Early Childhood Education and Care.

• Spieler, Kristin; Olsen, Anne Karin Vikstøl & Engtrø, Randi (2025). Intercultural Dialogue on Indigenous Perspectives: A Digital Learning Experience. Education Sciences. 15(5). doi: 10.3390/educsci15050615. Fulltekst i vitenarkiv Vis sammendrag

  This research explores how intercultural dialogue through a Collaborative Online International Learning (COIL) project enhances students’ understanding and integration of Indigenous perspectives. The initiative connected Norwegian Early Childhood Teacher Education (ECTE) students with Canadian Teacher Education students to explore Sámi and Métis cultures. Using a qualitative design, focus group interviews with ECTE students employed a hermeneutic approach to interpret experiences and cultural reflections. These insights, analyzed systematically, demonstrated the COIL project’s effectiveness in facilitating intercultural dialogue, fostering intercultural competence, and encouraging self-reflection among participants. Participants developed invaluable skills for integrating Indigenous perspectives into future educational roles, supported by facilitation that enhanced cross-cultural dialogue and language skills. This study underscores the need for frameworks supporting sustained cultural engagement, acknowledging sample size limitations. Findings advocate for the broader integration of intercultural collaborations in strategies, emphasizing education that enhances cultural competence. Future research should expand with larger samples and varied cultures, using longitudinal studies to assess the impacts on professional development and optimize collaboration educational contexts.

• Olsen, Anne Karin Vikstøl; Kjær, Ingirid Geirsdatter Heald & Spieler, Kristin Severinsen (2024). Predictors of Professional Identity among Early Childhood Teacher Students. Education Sciences. 14(6). doi: 10.3390/educsci14060589. Fulltekst i vitenarkiv
• Nome, Dag Øystein; Olsen, Anne Karin Vikstøl; Skreland, Lisbeth Ljosdal & Spieler, Kristin Severinsen (2021). Prosjektarbeid i barnehagen - mellom bekvemmelighet og medvirkning. Nordisk tidsskrift for pedagogikk og kritikk. 7, s. 273–286. doi: 10.23865/ntpk.v7.2615. Fulltekst i vitenarkiv
• Gundersen, Ellen Dahl; Ask, Torunn Alise; Melby, Kristian Leonard; Herlofsen, Camilla; Olsen, Anne Karin Vikstøl & Breistein, Arne (2021). Profesjoner i samspill Studentrefleksjoner fra deltakelse på tverrprofesjonelle seminardager om barn og unges velferd. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 44(4), s. 274–286. doi: 10.18261/issn.1893-8981-2021-04-06. Fulltekst i vitenarkiv
• Olsen, Anne Karin Vikstøl; Spieler, Kristin & Kovac, Velibor Bobo (2018). The role of individual processes and learning environment in the prediction of grades in a sample of Norwegian students. Cogent Education. 5(1), s. 1–16. doi: 10.1080/2331186X.2018.1542954. Fulltekst i vitenarkiv
• Kovac, Velibor Bobo; Olsen, Anne Karin Vikstøl & Spieler, Kristin (2017). Prediction of college grades in the sample of Norwegian students, Proceedings of the3rd International Conference on Higher Education Advances. ITACA - Universitat Politècnica de València, Spain. ISSN 9788490485903. s. 399–404. Fulltekst i vitenarkiv

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• Hjort, Katrin; Ask, Torunn Alise; Breistein, Arne; Kristiansen, Aslaug & Olsen, Anne Karin Vikstøl (2017). PROLAB Professionslaboratorier. Werkstatt forlag. ISBN 9788789575087. 52 s. Fulltekst i vitenarkiv

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• Canrinus, Esther Tamara; Herlofsen, Camilla; Dalehefte, Inger Marie; Olsen, Anne Karin Vikstøl & García, Nataly (2026). From silos to synergy: Interprofessional education for supporting children at risk. Fulltekst i vitenarkiv Vis sammendrag

  Addressing interprofessional collaboration (IPC) around children at risk has become a priority. The present study examines 209 2nd and 153 3rd year Norwegian students’ self-perceived IPC skills within an interprofessional educational program on at-risk children and youth. It explores potential differences between the two year groups and between student teachers and students from health and social care disciplines, given the limited inclusion of teacher education in prior IPC research. Students perceive themselves to be between ‘good’ and ‘very good’ at interprofessional collaboration and communication. Furthermore, 57.5% of the students perceived they had improved their ability to collaborate interprofessionally after the seminar. We found significant differences between 2nd and 3rd-year students, but not between student teachers and other students. Thus, the seminar may enable future professionals, including student teachers, to collaborate and communicate in such a way that they truly create a team around the child.

• Canrinus, Esther Tamara; Dalehefte, Inger Marie; Kvammen, Mette Fløystad; Herlofsen, Camilla & Olsen, Anne Karin Vikstøl (2026). Fostering students’ interprofessional collaboration in higher education – A video study. Fulltekst i vitenarkiv Vis sammendrag

  Interprofessional collaboration is crucial for providing coherent and effective welfare services. Without it, children and families may experience fragmented and inefficient support with poor flow of information, impeding quality and follow-up (Kjørstad et al., 2025). Therefore, educational programmes need to provide students with conceptual understanding and practical experience with interprofessional collaboration. Recognizing the need for coordinated efforts across health, social care, and education, this project addresses fragmented services by fostering proactive, interdisciplinary collaboration through interprofessional education. At [anonymized], students from several professional programmes meet annually for a joint on-campus seminar with plenary lectures and interprofessional group work. Although much is known about students’ perceptions of such work, gaining more knowledge about how students behave and engage when they practice interprofessional collaboration, can provide insight into possible hindering and facilitating factors during such a learning process. Using video recordings of five interprofessional groups consisting of five students, we observed students’ participation, turntaking, role negotiation, and discussions of professional boundaries while engaging in and applying their professional view on an authentic task from the practice field. These data contribute to further development of interprofessional education ensuring that future professionals are equipped to work effectively across disciplines in supporting vulnerable children and youth.

• Skreland, Lisbeth Ljosdal; Olsen, Anne Karin Vikstøl; Vegge, Silje & Rostøl, Vilde Træland (2026). Barnehagens tradisjoner og egenart. Fulltekst i vitenarkiv
• Kvammen, Mette Fløystad; Herlofsen, Camilla; Olsen, Anne Karin Vikstøl & Canrinus, Esther Tamara (2026). Exploring Student Collaboration and Engagement through Video-Based Observation. Fulltekst i vitenarkiv
• Hustoft, Merethe; Olsen, Anne Karin Vikstøl; Hesjedal, Elisabeth; Jensen, Catrine Buck & Torvik, Cecilie (2026). A feasibility workshop on the development of a Nordic Framework for IPECP. Fulltekst i vitenarkiv
• Canrinus, Esther Tamara; Herlofsen, Camilla; Olsen, Anne Karin Vikstøl & Dalehefte, Inger Marie (2025). What drives the future teaching professional? Fulltekst i vitenarkiv Vis sammendrag

  If we want to increase motivation for teacher education programs and the teaching profession, we should think about which motives should be strengthened and possibly facilitated. To find out what motivated teacher education students to choose their program and how motivated they are for a) their program and b) their future profession, 96 pre-service kindergarten teachers, 110 pre-service teachers for primary education, and 78 pre-service teachers for secondary education completed a short survey. Differences between the groups were observed regarding the main motives to choose their program. No differences were observed regarding the level of motivation. The findings show that the different groups of pre-service teachers may each need an idiosyncratic approach to attract them to these programs and to keep them motivated during their studies.

• Engtrø, Randi; Olsen, Anne Karin Vikstøl & Spieler, Kristin Severinsen (2025). A Collaborative Online International Learning (COIL) Approach. Fulltekst i vitenarkiv
• Spieler, Kristin Severinsen; Olsen, Anne Karin Vikstøl & Engtrø, Randi (2025). Intercultural Dialogue on Indigenous Perspectives. Fulltekst i vitenarkiv
• Olsen, Anne Karin Vikstøl; Herlofsen, Camilla; Pettersen, Kristina; Kvammen, Mette Fløystad & Canrinus, Esther Tamara (2025). Tverrprofesjonelt samarbeid for utsatte barn og unge. Fulltekst i vitenarkiv
• Spieler, Kristin; Engtrø, Randi & Olsen, Anne Karin Vikstøl (2024). Internasjonalt samarbeid om urfolk - COIL. Fulltekst i vitenarkiv
• Engtrø, Randi; Olsen, Anne Karin Vikstøl & Spieler, Kristin Severinsen (2024). Internasjonalt samarbeid om urfolk. Fulltekst i vitenarkiv
• Buck, Catrine Jensen; Hesjedal, Elisabeth; Bjørnsdatter, Oda; Olsen, Anne Karin Vikstøl & Hustoft, Merethe (2024). Å lære samarbeid skjer ikke av seg selv. Fulltekst i vitenarkiv
• Spieler, Kristin; Olsen, Anne Karin Vikstøl & Engtrø, Randi (2024). Internasjonalt profesjonsrettet samarbeid om urfolk. Undervisning på tvers av kontinenter - COIL. Fulltekst i vitenarkiv
• Herlofsen, Camilla; Olsen, Anne Karin Vikstøl; Ask, Torunn Alise; Gundersen, Ellen Dahl; Melby, Kristian Leonard & Breistein, Arne (2022). Strengthened student motivation for interprofessional collaboration through annual seminar participation. Fulltekst i vitenarkiv
• Olsen, Anne Karin Vikstøl & Breistein, Arne (2022). Profesjoner i samspill - muligheter og utfordringer. Fulltekst i vitenarkiv
• Spieler, Kristin Severinsen; Olsen, Anne Karin Vikstøl & Kjær, Ingirid Geirsdatter Heald (2022). Professional Identity in Early Childhood Studies - the predictive value of influencing factors. Fulltekst i vitenarkiv
• Olsen, Anne Karin Vikstøl (2020). profesjoner i samspill - Seminar for fem profesjonsutdanninger. Fulltekst i vitenarkiv
• Olsen, Anne Karin Vikstøl; Spieler, Kristin; Kjær, Ingirid Geirsdatter Heald; Høigaard, Rune & Haugen, Tommy (2020). The Role of Learning Climate, Teacher Help and Support, and Academic Self-efficacy in the Prediction of Professional Identity. Fulltekst i vitenarkiv
• Olsen, Anne Karin Vikstøl (2020). Profesjoner i samspill - Seminar på tvers av profesjonsutdanninger. Fulltekst i vitenarkiv
• Olsen, Anne Karin Vikstøl (2019). Profesjoner i samspill - Tidlig innsats for barn og unges psykiske helse. Fulltekst i vitenarkiv
• Olsen, Anne Karin Vikstøl (2019). Profesjoner i samspill - tverrprofesjonelt seminar. Fulltekst i vitenarkiv
• Olsen, Anne Karin Vikstøl; Spieler, Kristin & Kovac, Velibor Bobo (2017). Predicting college grades through a sample of Norwegian students. Fulltekst i vitenarkiv
• Olsen, Anne Karin Vikstøl (2017). Profesjoner i samspill. Fulltekst i vitenarkiv
• Olsen, Anne Karin Vikstøl (2016). Profesjoner i samspill. Fulltekst i vitenarkiv
• Olsen, Anne Karin Vikstøl; Kovac, Velibor Bobo; Haugen, Tommy & Høigaard, Rune (2015). Development of occupational identity of Preschool teacher students before and after their practise period. Fulltekst i vitenarkiv
• Engtrø, Randi & Olsen, Anne Karin Vikstøl (2015). Bruk av nettbrett i praksis i kunnskapsområdet Språk, tekst og matematikk. Fulltekst i vitenarkiv

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