Field of work
Doing research on teacher education & teacher develoment; transition from kindergarten to primary school; Curriculum; education policy; sustainability especially ECEfS; international and comparative education.
Teaching courses on children's development, play and learning; leadership
Involving in China Project (collaboration between HVL and Beijing Institute of Education, Beijing Normal University as well as East China Normal University
- MBA 514 Participation in research group within ECE
- Comparative and Intercultural Pedagogy (KIP)
- Sustainability especially ECEfS
- comparative and international education
- Teacher Education & Teacher Development
- Transition
- Education Policy
- Early Childhood Education
- Curriculum and Assessment
Publications
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Digitalizing internationalization for cross-cultural collaboration in Early Childhood Education during COVID-19 Crisis: Lessons learned from the UTFORSK project
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Explore-ability as a transferable skill for high-quality research
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Improving quality ECEC through collaborative exploration:A Norwegian approach
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How to Prepare for the Transition from Preschool to School: From Policies to Practices in Norway
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Early Childhood Education for Sustainability Jubileumsbok for BARNkunne - Senter for barnehageforskning
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“I’ll take it with me all my life”: A case study of student teachers’ professional identity development
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One Ocean Exploration Symposium - Barna ved Nordsjøen
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Felles utforskning som arbeidsform - en vei å vise - en vei å gå. Rapport fra en nasjonal studie om innhold og arbeidsmåter i barnehagen
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Water and waterscape: Collaborative exploration and meaning-making
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Conditions for sustainability, children´s belonging and agency in outdoor contexts
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Challenges for professional action during crisis: Mitigating factors across five countries
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Making visible the invisible in the ECTE:Who is and what does the teacher educator in Early Childhood Teacher Education?
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Utforsking av nabolaget skaper tilhørighet
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Traces of sustainability in food practices in a Norwegian kindergarten
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Partnerskap for gode overganger fra barnehage til skole: Kommunen som brobygger
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Institutional conditions for exploration: Chinese kindergarten teachers’ perspectives and practices
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Å skape bærekraftige barnehager – perspektiver, muligheter og utfordringer
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Fostering cultural sustainability in early childhood education
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Exploring outdoor play and activities for social and cultural sustainability in and across cultures
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A window of opportunities: Norwegian kindergarten teachers’ experiences of organizing outdoor play during COVID period.
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What are children singing in kindergartens?: A comparative study
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What matters: Being better pedagogical leaders through listening to children’s voices
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Crisis and adaptability: a model of early childhood teacher resilience across five countries
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Alternative Perspectives on Environmental and Sustainability Education: A Study of Curriculum Policies across India, China and Japan
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Wash from the start: Inquiry of local conditions for children’s access to water
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Building culturally strong kindergartens
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Early Childhood Educators’ experiences responses to Covid-19: An impact study across five countries.
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‘A long way to get here and a long way to go': a case study on changing lunch meal practices in a Norwegian kindergarten
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Komparativ analyse av rammeplaner i Norge, Finland, Kina, Hong Kong
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Students' Dialogical Formation in an International Programme within Kindergarten Teacher Education
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Parental involvement in early childhood education in Hong Kong: Critical analysis of related policies
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Early Childhood Educators as COVID Warriors: Adaptations and Responsiveness to the Pandemic Across Five Countries
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What to prepare for transition from kindergarten to school: From policy to practices in Norway
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“This was eye-opening for me”: A case study of student teachers’ professional identity development in an international course in a Norwegian early childhood teacher education institute
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Quality ECEC-the case of Norway-securing quality from 0-3 through practice and teacher education
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Fostering cultural sustainability in early childhood education through neighborhood projects
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What Matters?:A Case Study of Primary School Teachers’ Perspectives on Transition to School
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Designing a rich numeracy task in early childhood mathematics education: Teaching addition in a kindergarten in Macao
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Early Childhood Education and Care (ECEC) Response to COVID-19 in Norway
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Policy Review on the Norwegian Initiative of Offering Free Homework Assistance in Schools
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Lived Stories of Gaining Resilience through Music
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Fostering cultural sustainability in early childhood education (ECE) through neighborhood projects
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Institutional conditions for exploration: Chinese kindergarten teachers’ perspectives and practices
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Building a Sustainable Future for Our Young Children in China and Nordic Countries
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Early Childhood Education for Sustainability: A Driver for Quality
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Play and/or learning: Comparative analysis of dominant concepts in national curriculum guidelines for early childhood education in Norway, Finland, China, and Hong Kong
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Brukes sang i norske og kinesiske barnehager forskjellig? Det vil Aihua finne ut
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Forest kindergarten: Norwegian model
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What are children singing in kindergartens?:A comparative study
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What to prepare?:Insiders’ perspectives on transition from kindergarten to primary school from Norway and China
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ECE and transition from kindergarten to primary school in Norway
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Exploration: Chinese kindergarten teachers’ perceptions and practices
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International continuous professional development of kindergarten principals and government officials within ECE: A collaboration between China and Norway
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What predicts adolescents’ critical thinking about real-life news? The roles of social media news consumption and news media literacy
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International continuous professional development of kindergarten principals and government officials within ECE: A collaboration between China and Norway
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Student teachers' dialogical formation revealed in exam texts from an international program within Kindergarten teacher education
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Teachers’ professional development and an open classroom climate:A comparative study of Norway, Sweden, South Korea, and Taiwan
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Tur - retur, Norge - Kina
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Workshop on Chinese and Norwegian meals
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Identifying crucial aspects for students’ formation as glocal teachers in an intercultural program within ECE: A pilot study
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ESL/EFL student teachers’ professional development in an international immersion program: A university in Hong Kong as a case
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Student teachers' dialogical formation as glocal Teachers in an international program within ECE
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Play and/or learning:Comparative analysis of two dominant concepts in curriculum guidelines for ECE in Norway, Finland, China and Hong Kong
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Positioning children, staff and families in four curricula: A study of transition from kindergarten to primary school in Norway, Finland, China, and Hong Kong
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Hong Kong students' critical news literacy in the age of social media
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Teachers’ continuous professional development and students’ civic and citizenship knowledge
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A Preliminary Study of the Internal Consistency and Validity of the Traditional Chinese Adaptation of the Impact on Family Scale
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Hai Gui or Hai Dai?: Chinese student migrants and the role of Norwegian ‘mobility capital’ in career success
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Understanding Hong Kong Chinese families’ experiences of an Autism diagnosis
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Designing and implementing a two-level community of practice project to develop a teaching portfolio framework
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An analysis of teacher education policies in China