Åse Haraldstad

• Haraldstad, Åse; Kristiansen, Aslaug & Endresen, Kristin (2024). Hva får lærere til å bli i skolen? Meningsbærende element i læreryrket. In Bøje, Jan Ditlev; Kristiansen, Aslaug; Gustafsson Nyckel, Jan & Rothuizen, Jan Jaap (Ed.), Professionsuddannelser i krise? Rekrutteringsproblemer, meningstab og meningsdannelse i nordiske lærer- og pædagoguddannelser. Erasmus pluss prosjekt. Syddansk Universitetsforlag. ISSN 978-87-408-3509-0.
• Endresen, Kristin; Kristiansen, Aslaug & Haraldstad, Åse (2024). Mening som en kollektiv prosess – samskaping mellom lærerstudenter, praksislærere i «lærerutdanningsskoler» og faglærere på universitetet. In Bøje, Jan Ditlev; Kristiansen, Aslaug; Gustafsson Nyckel, Jan & Rothuizen, Jan Jaap (Ed.), Professionsuddannelser i krise? Rekrutteringsproblemer, meningstab og meningsdannelse i nordiske lærer- og pædagoguddannelser. Erasmus pluss prosjekt. Syddansk Universitetsforlag. ISSN 978-87-408-3509-0.
• Haraldstad, Åse; Tveit, Anne Dorthe & Kovac, Velibor Bobo (2022). Democracy in schools: qualitative analysis of pupils’ experiences of democracy in the context of the Norwegian school. Cambridge Journal of Education. ISSN 0305-764X. 52(1), p. 73–89. doi: 10.1080/0305764X.2021.1935738. Full text in Research Archive Show summary

  A limited number of empirical studies have explored pupils’ democratic practice and the direct experiences of school children using a qualitative approach. The aim of the present study has been to analyse pupils’ experiences of the practice of democratic rights in the context of the Norwegian school. The study adopts a qualitative methodology, using semi-structured interviews with pupils. Three prominent school arenas were focused on: the mandatory pupil-teacher dialogue, the pupil council and classroom discussions. Three main markers of democracy have been used in the data analysis: contextual openness, participation and the ability to engage in democratic discussions. The findings reveal that all three markers of democracy, although variously distributed, were visible in these school arenas. The findings in the study are discussed in terms of implications for the development of pupils’ future democratic competencies and the educational mandate schools have in preparing young people for adult participation in society.

• Guribye, Eugene; Rambø, Gro-Renée; Kristiansen, Aslaug; Berg, Claire Vaugelade; Hellang, Bente Velle & Haraldstad, Åse [Show all 7 contributors for this article] (2021). Inquiry-based learning as a tool during transitions in the teacher education program. UNIPED. ISSN 1500-4538. 44(1), p. 60–74. doi: 10.18261/issn.1893-8981-2021-01-06. Show summary

  The transitions between the statuses of pupil, student teacher and professional teacher remain some of the most fundamental challenges for student teachers. Teacher education programs emphasize that students should become equipped with competences to cope with change and adhere to career-long learning. In this study, we make use of inquiry-based learning (IBL) and qualitative data collected from student teachers at three different departments at a university in Norway to investigate how student teachers reflect on these transitions. The findings suggest the need to assist the students in engaging in a dialogue between theory and practice in relation to these transitions, and that IBL cannot be developed hermetically at the university without a close dialogue with the practice field.

• Briseid, Lars Gunnar & Haraldstad, Åse (2019). Profesjonsetikk for lærer - i lys av styring og pedagogisk ledelse. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 4(103), p. 239–251. doi: 10.18261/issn.1504-2987-2019-04-05.
• Haraldstad, Åse & Kristiansen, Aslaug (2019). Building bridges – between the pre-service teachers’ school experiences and the teaching of an educational content. A narrative approach. Journal of Curriculum Studies. ISSN 0022-0272. p. 1–12. doi: 10.1080/00220272.2019.1658229.
• Jortveit, Maryann & Haraldstad, Åse (2018). Når usikkerhet er utgangspunkt for samarbeid: Om samarbeid mellom minoritetsspråklige foreldre og barnehagen eller skolen. In Omdal, Heidi & Thygesen, Ragnar (Ed.), Å falle mellom to stoler. Samarbeid til barnets beste i barnehage og skole.. Universitetsforlaget. ISSN 978-82-15-02944-3. p. 171–182.
• Rambø, Gro-Renee; Kristiansen, Aslaug; Berg, Claire Vaugelade; Grevholm, Barbro; Haraldstad, Åse & Hellang, Bente Velle [Show all 7 contributors for this article] (2015). Toward a More Sustainable Pre-service Teacher Education: A Study in Progress. In Johnsen, Hans Christian Garmann; Torjesen, Stina & Ennals, Richard (Ed.), Higher Education in a Sustainable Society. Springer. ISSN 978-3-319-15918-8. p. 51–64. doi: 10.1007/978-3-319-15919-5_4.
• Berg, Claire Vaugelade; Grevholm, Barbro; Haraldstad, Åse; Hellang, Bente Velle; Håøy, Annbjørg & Kristiansen, Aslaug [Show all 7 contributors for this article] (2015). Toward a More Sustainable Pre-service Teacher Education: A Study in Progress. In Johnsen, Hans Christian Garmann; Torjesen, Stina & Ennals, Richard (Ed.), Higher Education in a Sustainable Society. Springer. ISSN 978-3-319-15918-8. p. 51–64. doi: 10.1007/978-3-319-15919-5_4. Show summary

  Introduction This chapter presents some basic ideas and discussions in a currently running research project at the University of Agder, Norway. The project aims to develop a more holistic and sustainable teacher education by throwing light on present gaps, suggest bridges but also consider the gaps as resources for inquiry and new insights. The research group is interdisciplinary and consists of four research cases within the following discipline: Matematics education under the leadership of Claire Vaugelade Berg and Barbro Grevholm, Norwegian under the leadership of Bente Velle Hellang and Gro-Renèe Rambø and pedagogy running by Åse Haraldstad, Annbjørg Håøy and Aslaug Kristiansen.

• Haraldstad, Åse (2013). Å lære med forståelse : om grunnleggende ferdigheter i alle fag. In Langfeldt, Gjert & Moe, Vegard Fusche (Ed.), Å lære å bli lærer : en begrunnelse og en oversikt. Cappelen Damm Akademisk. ISSN 978-82-02-38471-5. p. 108–130.
• Briseid, Lars Gunnar & Haraldstad, Åse (2011). Et samarbeidsprosjekt med skoleeier. Skole-hjem prosjekt et eksempel. In Presthus, Anne Marie (Eds.), Fra teori til praksis og tilbake igjen Forsøk med praksis som integrerende element i lærerutdanningen - PIL-forsøket ved Universitetet i Agder. Universitetet i Agder. ISSN 978-82-7117-692-1. p. 76–99.

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• Endresen-Maharaj, Kristin; Kristiansen, Aslaug & Haraldstad, Åse (2024). Exploring teachers approaches to polarization tendencies in groups of pupils.
• Kristiansen, Aslaug; Endresen-Maharaj, Kristin & Haraldstad, Åse (2024). Exploring teachers approaches to polarization tendencies in student groups.
• Elmies-Vestergren, Alexander; Aarli, Eivind; Haldammen, Eva Nordby; Amdal, Irina Ivashenko; Endresen-Maharaj, Kristin & Haraldstad, Åse (2024). Vi trenger et rikere bilde av lærervirkeligheten. Fædrelandsvennen. ISSN 0805-3790. Show summary

  https://www.fvn.no/mening/kronikk/i/RzbbOd/vi-trenger-et-rikere-bilde-av-laerervirkeligheten

• Jortveit, Maryann & Haraldstad, Åse (2023). Hva skjuler seg bak studentenes drop-out intensjoner?
• Kristiansen, Aslaug; Haraldstad, Åse & Endresen, Kristin (2023). – Læreryrket må fylles med mening igjen. [Internet]. https://www.uia.no/nyheter/laereryrket-maa-fylles-med-mening.
• Haraldstad, Åse; Kristiansen, Aslaug & Endresen, Kristin (2023). Hva får lærere til å bli i skolen?Meningsbærende element i læreryrket.
• Endresen, Kristin; Kristiansen, Aslaug & Haraldstad, Åse (2023). Mening som en kollektiv prosess - samskaping mellom lærerstudenter, praksislærere i lærerutdanningsskoler og faglærere på universitetet.
• Kristiansen, Aslaug; Endresen, Kristin & Haraldstad, Åse (2022). Exploring teachers’ approaches to polarization tendencies in the context of pupil’s interaction.
• Endresen, Kristin; Haraldstad, Åse & Kristiansen, Aslaug (2021). Dialogue and critical thinking as prevention against antidemocratic attitudes .
• Kristiansen, Aslaug; Haraldstad, Åse; Eikeland, Helen & Endresen, Kristin (2019). DEMBRA-tematikk i pedaogogikkundervisningen - tilbakeblikk og veien videre.
• Haraldstad, Åse; Tveit, Anne Dorthe & Kovac, Velibor Bobo (2019). Pupils experiences with democratic arenas in school. Educating democratic citizens?
• Briseid, Lars Gunnar & Haraldstad, Åse (2018). External Accountability and Professional Ethics for Teachers - Challenges and possibilities.
• Briseid, Lars Gunnar & Haraldstad, Åse (2017). Etikkarbeid i skolen. Presentasjon av en undersøkelse av læreres fortellinger om hvilke etiske utfordringer de møter i hverdagen, analysert og diskutert i et styrings- og ledelsesperspektiv.
• Kristiansen, Aslaug & Haraldstad, Åse (2013). Student Narratives as a Tool for Professional Development in Teacher Education (Paper).

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