Kirsti Vindal Halvorsen

• Halvorsen, Kirsti Vindal (2017). Reorienting Teacher Education by Building Partnership in a Changing World: Multiple Perspectives. I Bałachowicz, Józefa; Nowak-Fabrykowski, Krystyna & Zbrog, Zuzanna (Red.), International trends in preparation of early childhood teachers in a changing world. Wydawnictwo Akademii Pedagogiki Specjalnej. ISSN 9788364953842. s. 33–53. doi: 10.5296/jse.v4i1.4655. Fulltekst i vitenarkiv
• Halvorsen, Kirsti Vindal (2016). Reorienting teacher educationand schools to address sustainability: multiple perspectives. I Tuszynska, Ligia (Red.), Koncepcja zrównoważonego rozwoju w kształceniu nauczycieli klas początkowych. Wydawnictwo Akademii Pedagogiki Specjalnej,. ISSN 9788364953378. s. 85–98. Fulltekst i vitenarkiv
• Halvorsen, Kirsti Vindal (2015). Edukacja dla zrownowazonego rozwoju. Implementacja wartosci i idei konstruktywizmu do praktyki edukacyjnej. I Bałachowicz, Józefa; Halvorsen, Kirsti Vindal & Witkowska-Tomaszewska, Anna (Red.), Edukacja środowiskowa w kształceniu nauczycieli : perspektywa teoretyczna : skrypt napisany na potrzeby projektu. Wydawnictwo Akademii Pedagogiki Specjalnej. ISSN 9788364953286. s. 95–140. Fulltekst i vitenarkiv
• Halvorsen, Kirsti Vindal (2014). Building Teacher Identity in a New Partnership Porject, - Multiple Perspectives. Journal of Studies in Education. ISSN 2162-6952. 4(1), s. 10–24. doi: 10.5296/jse.v4il.4655. Fulltekst i vitenarkiv Vis sammendrag

  This paper explores the process of identity building among novice student teachers enrolled in a newly established partnership project embedded in a four-year Norwegian teacher education program. The empirical evidence in the study is drawn from a case study where interviews were the main method of gathering data. The analysis of narratives from the interviews is premised on multiple perspectives. The findings are presented as a reconstructed story with a plot in which the novice student teachers are the chief protagonists. The study illuminates both catalysts and inhibitors of student teachers´ identity building in the caring contexts of teaching practice and threatening contexts of theory, and in more play-like contexts bridging theory and practice. It indicates that the theoretical part of the teacher education program may give rise to a theory shock among novice student teachers that appears to have been in the shadow of the well-documented practice shock.

• Halvorsen, Kirsti Vindal & Smith, Kari (2012). Utvikling av partnerskap i en førskolelærerutdanning, sett fra et økologisk perspektiv. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 96(3), s. 237–248. Fulltekst i vitenarkiv

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• Bałachowicz, Józefa; Halvorsen, Kirsti Vindal & Witkowska-Tomaszewska, Anna (2015). Edukacja środowiskowa w kształceniu nauczycieli : perspektywa teoretyczna : skrypt napisany na potrzeby projektu. Wydawnictwo Akademii Pedagogiki Specjalnej. ISBN 9788364953286. 152 s. Fulltekst i vitenarkiv

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• Lien, Anne; Nygård, Malene Østreng; Laugen, Ane Timenes; Lie, Asbjørn; Slettan, Audun & Johansen, Beate Strøm [Vis alle 33 forfattere av denne artikkelen] (2023). Utbygging vil ødelegge for biologisk mangfold på campus Gimlemoen. NB! 34 forfattere totalt. s. 19–19. Fulltekst i vitenarkiv
• Larsen, Jorunn; Nygaard, Malene; Halvorsen, Kirsti Vindal; Borg-Stoveland, Stian; Sørdalen, Tonje Knutsen & Fiskvatn, Kari [Vis alle 7 forfattere av denne artikkelen] (2023). Når natur forsvinner: Bærekraftig utvikling eller bare kraftig utvikling i Kristiansand kommune? Fulltekst i vitenarkiv
• Halvorsen, Kirsti Vindal (2017). Sharing the joy of nature with children as a strategy in order to support education for sustainable development. Fulltekst i vitenarkiv
• Halvorsen, Kirsti Vindal (2016). Reorientacja kształcenia nauczycieli i pracy szkół na zrównoważony rozwój, perspektywa wielowymiarowa / Reorienting Teacher Education and Schools to Address Sustainability, Multiple Perspectives. Fulltekst i vitenarkiv
• Halvorsen, Kirsti Vindal (2015). Education for sustainable development in initiatial teacher education. Fulltekst i vitenarkiv
• Halvorsen, Kirsti Vindal (2013). Partnerskap som grep for å stryke kvaliteten på lærerutdanningen. Bedre Skole. ISSN 0802-183X. s. 39–42. Fulltekst i vitenarkiv
• Halvorsen, Kirsti Vindal (2011). Identity building of student teacher in partnership, viewed from an ecological perspective. Fulltekst i vitenarkiv
• Halvorsen, Kirsti Vindal (2002). Rapport fra Bukkebladprosjektet; et pedagogisk utviklingsarbeid med fokus på naturfag, data og forming. Fulltekst i vitenarkiv Vis sammendrag

  Bukkeblad? Ja, riktig Menyánthes trifoliáta som i folkemedisinen ble brukt til å stimulere appetitten og lette fordøyelsen. Målet med prosjektet var å erobre nye veier for å utløse engasjement for naturfag, ved å hoppe bukk over tradisjonelle faggrenser og metoder. 34 elever fra videregående skole, grunnkurset i formgivingsfag deltok. Dette var en jentedominert gruppe med kun tre gutter. En spørreundersøkelse viste at prosjektet kombinerte fag elevene likte og mislikte da gikk på ungdomsskolen. Både naturfag - og formingslærere deltok i det 3 uker lange prosjektet. Her inngikk felt-, data- og formgivingsdel samt en tverrfaglig fordypning. Gjennom feltkurset fikk mange elever overraskende og positive opplevelser ute i naturen. Datakurset skapte problemer for enkelte, mens andre lærte å se naturen med nye øyne. Flere av formgivingsproduktene var preget av motiv de ellers ikke ville ha valgt. De mest framtredende metodene for innhenting av data var feltarbeid, spørreskjemaer og elevenes rapporter. En avsluttende evaluering viste at 47 % av elevene ønsket å lære mer om naturen.

• Halvorsen, Kirsti Vindal (2014). Partnerskap i lærerutdanning, sett fra et økologisk perspektiv. Universitetet i Bergen. ISSN 9788230827840. Fulltekst i vitenarkiv Vis sammendrag

  Traditional teacher education has been criticized for fragmentation due to the gap between the theoretical and practical parts of the programs (NOKUT, 2006; OECD, 2005). In order to counteract this criticism, partnerships between university and schools have been developed. The triple aim of partnerships is: to build professional competence, to strengthen the relationship between university and schools and to support student teachers’ professional development (Cochran-Smith & Fries, 2005). Research shows that a well-developed partnership can give a high degree of support to student teachers´ professional development (Darling- Hammond, 2010). But there are rival narratives that raise other issues and mention tensions (Magolda, 2001; Zeichner, 2010) and time-consuming partnership processes (Lemke & Sabelli, 2008). However, there are very few studies of Norwegian partnership development. The aim of this study is therefore to contribute to a more profound understanding of the processes of realizing the triple aim of partnership in a Norwegian setting, viewed from an ecological perspective. The ecological perspective is chosen in order to search for a coherent understanding of the complexity involved in developing interplay in partnerships which are embedded in the Norwegian teacher education system. This is a composite perspective that embraces interwoven ideas concerning the interplay in these partnerships, the quality of relationships, and individuals’ professional development in partnership contexts. It focuses on establishing new niches in partnership contexts, formed by interaction between university teachers, mentors in the schools and student teachers. The empirical evidence is drawn from qualitative case studies (Stake, 1995). The three selected cases are connected to three partnership projects that are embedded in teacher education programs for nursery, primary and secondary schools. The projects are the products of the national authorities’ recommendations about establishing partnerships in the teacher education programs; these recommendations are founded on an evaluation of teacher education that disclosed the well-known gap between theory and practice across all three programs (St.meld. nr. 16. 2001-2002). The main method of gathering data is qualitative research interviews (Kvale, 1997) that were used to elicit a variety of narratives from the principal case participants, represented by triads composed of: university teachers, mentors in the schools and student teachers. The common analytical unit in the three case studies is the triads embedded in the different programs. In order to cast a coherent light over partnership development, the main findings of the three single case studies constitute a unified multi-case study (Stake, 2006). When comparing the main findings of the single case studies with the triple aim of partnership, three patterns of interaction have been identified in the multi-case study. The findings show that the contexts of interplay in the triads alter according to a one-year, two-year and five-year partnership development. The contexts of the one-year pattern are characterized by a breakdown of the various participants’ previously acquired habits and traditions. The contexts of the two-year pattern are marked by tensions inside the triad. The contexts of the five-year pattern are characterized by the triads’ attachment to their common vision and synergic ways of fulfilling their aims. Moreover, four qualities of processes were identified and described as concepts of intentionality, flexibility, unpredictability, and vitality. These concepts are graduated according to the three patterns of interaction in partnership developments. They are seen as aspects of niche development in the contexts of partnership, and presented in the form of four postulates (Kvernbekk, 2005) elaborated below. Intentionality: When broken expectations and tensions concerning autonomy norms are overcome in contexts, then the development of common values can catalyse niches of democracy in partnership. Unpredictability: When unexpected occurrences are experienced as threat contexts and challenge the willingness to take risks, then a dual thrust can catalyse niches of mutuality and learning fellowships. Flexibility: When the limits of tolerance founded on habits and rituals are liberated in play-like contexts, then freedom and new ideas can catalyse niches of innovation. Vitality: When conflicts between belonging and autonomy are overcome in contexts, then curiosity might catalyse niches of engagement, courage and creativity in partnerships. These postulates cast light on the dynamics in the triads as they enact new niches in contexts of partnership, and thereby more or less realize the triple aim of partnership. Moreover, the postulates concerning the four qualities of processes seem to build a bridge between partnership narratives recounting problems or successes. Confronted with the present-day Norwegian situation, where the obligation for leaders of higher education institutions and owners of schools and nurseries to form partnership arrangements has been put on the political agenda, it is suggested that the four qualities of processes may be useful as a foundation for discussions when implementing partnerships, especially between university teachers and mentors in the schools.

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