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Profession, Education, Learning, and Society (PULS)

Profession, Education, Learning, and Society (PULS) conducts research on the opportunities and challenges facing the teaching profession in meeting societal demands. With a focus on inclusive practices, digital solutions, and the profession's interaction with educational policy, we contribute to knowledge development that strengthens the field of education.

Affiliation:: Faculty of Education
Academic discipline:: Upbringing and education

About the research group

The research group Profession, Education, Learning, and Society (PULS) generates knowledge to strengthen the teaching profession and contribute to sustainable and equitable education. Our work addresses the challenges, dilemmas, and opportunities faced by the profession in responding to society's complex demands. We examine how inclusive learning environments can be fostered, how digital technologies can support personalised education, and how educational policy decisions influence practices in early years settings and schools. Through a broad pedagogical, theoretical, and philosophical lens, we explore fundamental questions concerning teaching, formation, and learning.

To maximise our impact, we actively cultivate strong collaborations both within and beyond our institution. Our ambition is to provide an arena for capacity-building, collaborative writing, and academic dialogue that delivers enduring benefits for the education sector.

Overarching goals

Inclusive practice: Promoting research that supports the development of inclusive learning environments and innovative approaches to personalised education.
Collaborative knowledge: Strengthening partnerships regionally, nationally, and internationally through joint projects, networks, and shared publications.
Capacity-building: Enabling doctoral candidates and early-career researchers to engage actively in research, publishing, and professional development.
Public engagement: Amplifying the dissemination of research in public debates on education through conferences, seminars, and media contributions.
Scholarly advancement: Enhancing academic output and encouraging co-authorship to support both ongoing and future research initiatives.

Through these initiatives, PULS aspires to be a leading force in research that not only analyses but also shapes the future of educational practice and policy.

News from PULS

What we research

We research three central topics:

1) The role of the profession in practice: How teachers and other professionals navigate complex demands in preschools and schools.

2) Inclusion and adaptation: Developing inclusive learning environments and using digital technologies to support personalised education.

3) The impact of educational policy: The interplay between political decisions, professional practice, and implementation within the education system.

More about the research group

Current research projects

Publications

Examples of recent publications from research group members:

Faldet, A-C., Skrefsrud, T-A. & Somby, H.M. (2023). Læring i et Vygotsky-perspektiv: Muligheter og konsekvenser for opplæringen. DOI https://doi.org/10.23865/noasp.191

Mølstad, C. E. (2023). The Return to Bildung in the Shape of Learning Outcomes.I Trifonas, Peter Pericles & Jagger, Susan (Red.), Handbook of Curriculum Theory and Research. Springer. ISSN 978-3-030-82976-6.

Lennert Da Silva, A.L. (2021). Comparing teacher autonomy in different models of educational governance. Nordic Journal of Studies in Educational Policy ISSN 2002-0317.

Mishra, D., Lugo, R. G., Parish, K. og Tilden, S. (2023). Metacognitive processes involved in human robot interaction in the school learning environment. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743.

Klausen, S. W. (2022). Digitale ferdigheter i skolens grunnlagsdokumenter. I Letnes, Mari-Ann & Røkenes, Fredrik Mørk (Red.), Digital teknologi for læring og undervisning i skolen. Universitetsforlaget. ISSN 9788215053974. s. 32–56.

Vigmostad, I. (2023). Jeg svarte mest ja. Barns stemmer i pedagogisk forskning. Paideia - Tidsskrift for professionel pædagogisk praksis. ISSN 1904-9633.

SPLP in media:

Khrono: Når kreativitet kveles: En kritikk av akademisk målstyring https://www.khrono.no/nar-kreativitet-kveles-en-kritikk-av-akademisk-malstyring/901271

Dagsavisen: Vi trenger kunnskap om samisk språk og kultur

Samenes nasjonaldag: Vi trenger kunnskap om samisk språk og kultur – Dagsavisen

Aftenposten: Timeout? Ignorering? Vi tror kunnskapsministeren har bedre ønsker for barn i barnehage:

Timeout? Ignorering? Vi tror kunnskapsministeren har bedre ønsker for barn i barnehage. (aftenposten.no)

Barnehage.no: Fyrer løs mot «De utrolige årene»: – Jeg tror ikke voksne hadde akseptert å bli behandlet på en sånn måte:

Fyrer løs mot «De utrolige årene»: – Jeg tror ikke voksne hadde akseptert å bli behandlet på en sånn måte (barnehage.no)

Lærerliv: Podcast om pedagogikk under press:

#04. Pedagogikken under press - Lærerliv | Acast

BERA Blog: Teaching professionalism in Norway and Brazil: Why combine concepts and compare countries?:

Teaching professionalism in Norway and Brazil: Why combine concepts and compare countries? | BERA

BERA Blog: National curriculum policy in Norway and Brazil:

National curriculum policy in Norway and Brazil | BERA

Varden.no: Nei, vi kan ikke la være å diskutere kvalitet i skolen fordi noen lærere føler seg tråkket på tærne.

https://www.varden.no/meninger/i/APEyRA/nei-vi-kan-ikke-la-vaere-aa-diskutere-kvalitet-i-skolen-fordi-noen-laerere-foeler-seg-traakket-paa-taerne

Forskning.no: Krisen kommer til å endre skolen:

– Krisen kommer til å endre skolen (forskning.no)

Klassekampen: Lobbet seg inn i læreplaner:

Lobbet seg inn i læreplaner | Klassekampen

Klassekampen: Utdatert undervisning?:

Utdatert undervisning? | Klassekampen

Forskning.no: Skal forske på rasisme i lærerutdanningen:

Skal forske på rasisme i lærerutdanningen - Høgskolen i Innlandet

Nettavisen: På høy tid å forske på rase og rasisme i lærerutdanningen:

Skal forske på rasisme i lærerutdanningen - Høgskolen i Innlandet

Hamar Arbeiderblad: Lærerstudenter vil ha mer seksualundervisning i utdanningen sin:

Lærerstudenter vil ha mer seksualundervisning i utdanningen sin (h-a.no)

Spillpedagogene: Podcast om digitale ferdigheter:

Spillpedagogene: En podcast om spill og digital kultur: Intervjuspesial: Digitale ferdigheter m/ Siri Wieberg Klausen on Apple Podcasts

Priser:

In 2020 two of the research group members, Ana Lucia Lennert da Silva og Christina Elde Mølstad, won the The Annual Curriculum Journal Editors’ Choice Award.

Lennert da Silva og Elde Mølstad won the award for the following article:

Teacher autonomy and teacher agency: A comparative study in Brazilian and Norwegian lower secondary education (Curriculum Journal, 31[1]: 115–131).

Conferences and events

The research groups Profession, Education, Learning, and Society (PULS) and Cultural Diversity in Education (DiVE) have, since 2021, organised a research conference on Sámi perspectives in education and training. The conference, named The Indigenous Peoples’ Conference, is part of the Faculty of Education’s efforts at Inland Norway University of Applied Sciences to strengthen Sámi perspectives within its teacher education programmes.

Contact the research group

Ann-Cathrin Faldet

Associate Professor

Email: anncathrin.faldet@inn.no
Phone: +47 62 51 72 28

Leads the research group together with Associate Professor Siri Wieberg Klausen. Faldet has extensive experience as both a leader and researcher. She maintains a network of colleagues across the Nordic countries and Europe, working on research projects aligned with INN’s goals and inclusive education. Her research interests include children and young people with challenging behaviour, learning barriers, and her theoretical foundation is rooted in sociocultural theory.

Siri Wieberg Klausen

Førsteamanuensis

Email: siri.klausen@inn.no
Phone: +47 62 51 72 49

Co-leads the research group with Ann-Cathrin Faldet. Klausen is associate professor at the Department of Social Sciences, Religion and Philosophy, University of Inland Norway. She is the work package leader for the virtual reality (VR) part of the study CERiTE, which is funded by the Research Council of Norway. The CERiTE project will be carried out in the period 2021-2025. Her research interests are: Education policy, social studies didactics, digitization of school, didactic use of virtual reality (VR), critical discourse analysis (CDA) and comparative studies. For all scientific and professional activities, see Cristin.