Ann-Cathrin Faldet

• Iversen, Jonas Yassin; Faldet, Ann-Cathrin; Skrefsrud, Thor Andre & Somby, Hege Merete (2026). Conceptualising ‘Learning Barriers’ in Educational Research: A Scientific Concept Analysis. International Journal of Inclusive Education. ISSN 1360-3116. doi: 10.1080/13603116.2026.2747818. Fulltekst i vitenarkiv Vis sammendrag

  Researchers need accurate and appropriate terminology to appropriately analyse the continuous marginalisation of substantial groups of the student population, as well as the resulting reproduction of social inequalities. In the present article, we therefore propose that researchers should distinguish between personal pathologies as ‘learning disabilities’ and environmental hindrances as ‘learning barriers’. However, it is also necessary to investigate whether such a distinction can be supported by the current definition and application of the term ‘learning barrier’ in the existing research. Hence, we investigate the following research question: How is the concept of ‘learning barriers’ conceptualised in international educational research? This research question is investigated through a scientific concept analysis in the form of a systematic review of 40 scientific journal articles published between 1990 and 2020 that were written in Danish, English, and Swedish. This analysis shows that 40% of the articles contain a conceptualisation of learning barriers that emphasises structural factors outside the learner, 37.5% emphasise an interaction between internal and external factors, and 22.5% emphasise individual factors within the learner. As a result, we argue that there is support from international research for distinguishing learning barriers from the learning difficulties associated with personal predispositions.

• Iversen, Jonas Yassin; Faldet, Ann-Cathrin & Skrefsrud, Thor Andre (2026). Skogfinske temaer i skolen: Skogfinske læreres perspektiver. Nordisk tidsskrift for utdanning og praksis. 20(1), s. 106–121. doi: 10.23865/up.v20.7510. Fulltekst i vitenarkiv Vis sammendrag

  Skogfinner er én av Norges fem nasjonale minoriteter, og læreplanverket slår fast at alle elever skal lære om dem. Likevel viser undersøkelser at kunnskapsnivået om skogfinner i befolkningen er lavt. Artikkelen undersøker derfor problemstillingen: Hva mener skogfinske lærere bør vektlegges i undervisning i skogfinske temaer i skolen? Gjennom seks kvalitative intervjuer med ti lærere analyseres deres perspektiver med utgangspunkt i fire didaktiske tilnærminger: å lære om, av, til og for. Lærerne uttrykker et sterkt ønske om at skolen skal bidra til å synliggjøre skogfinsk kultur og historie, og motvirke den usynliggjøringen de selv har erfart. Flere mener at undervisning i skogfinske temaer ikke bare gir kunnskap om en nasjonal minoritet, men også kan fremme toleranse, respekt for mangfold og bevissthet om naturens tålegrenser. Noen peker på at slik undervisning kan være særlig viktig for skogfinske elever, ved å styrke deres identitet og gi dem stolthet over egen bakgrunn. Artikkelen avslutter med å drøfte funnene i lys av tidligere forskning, og argumenterer for at skogfinske temaer har en naturlig og viktig plass i dagens skole, både som del av mangfoldsundervisning og som identitetsskapende læring.

• Faldet, Ann-Cathrin; Hakvoort, llse; Knudsmoen, Hege & Persson, Sofia (2026). Violence against teachers in compulsory schools - How to promote a safe work environment and well-being from a policy and union perspective in Norway and Sweden. I Harju-Luukkainen, Heidi Katarina; Maunula, Minna; Knudsmoen, Hege & Faldet, Ann-Cathrin (Red.), A Nordic Perspective on Teacher Well-being in Educational Contexts. Routledge. ISSN 9781003589938. s. 125–138. doi: 10.4324/9781003589938-10. Fulltekst i vitenarkiv Vis sammendrag

  In Norwegian and Swedish compulsory schools, reports of violence and threats against teachers are high and, on the rise, negatively impacting teachers' well-being and students' learning environment. This chapter addresses the following research questions: How is violence and threats against teachers addressed in national laws and policies in Norway and Sweden, and what are the similarities and differences between the countries? What strategies and measures do teachers’ unions in Norway and Sweden propose for addressing violence against teachers, and how do these align with national laws and policies? It presents a document analysis of how this issue is approached at the national level, focusing on laws, policies, and measures advocated by teachers' unions in both Norway and Sweden. Both countries have introduced legislation to strengthen teachers' authority in disciplinary situations. In addition, Sweden has developed a national plan to tackle school attacks. Teachers' unions in both countries emphasise the need for legal authority, while also advocating for sufficient resources for students, expanded health services, and manageable workloads to prevent violence. The chapter further explores the limited but growing focus on teacher-directed violence in Nordic research, highlighting significant gaps in knowledge. Notably, there is a lack of qualitative studies, theoretical development, and analyses of measures addressing the challenges.

• Faldet, Ann-Cathrin; Skrefsrud, Thor Andre; Somby, Hege Merete & Stalheim, Odd Rune (2025). Integrating virtual reality as a pedagogical tool into teacher education: experiences from Norwegian preservice teachers. Professional Development in Education. ISSN 1941-5257. s. 1–20. doi: 10.1080/19415257.2025.2518536. Fulltekst i vitenarkiv Vis sammendrag

  This study explores the experiences of Norwegian preservice tea-chers using virtual reality (VR) simulations to practice home – schoolconversations with parents, aiming to support children’s academicand social development. The VR simulation was part ofa professional development course grounded in Vygotsky’s theoriesof cognitive development and was structured in three phases:literature review, VR interaction with animated characters, andgroup reflection. Based on observations and interviews with 23preservice teachers, the study found that participants were highlyengaged and perceived the VR experience as realistic and valuablepreparation for future teaching. Analysis through a Vygotskyan lenshighlighted strong emotional engagement and benefits from dia-logue and collaboration, though less evidence of concept develop-ment was observed. The VR environment offered practical, situatedexperiences that fostered shared understanding – crucial for effec-tive communication and relationship-building between schoolsand families. The findings suggest that when used reflectively andsystematically, VR can be a powerful tool for developing profes-sional skills in home – school collaboration. It helps prepare pre-service teachers to navigate complex family dynamics and engageempathetically with caregivers, ultimately supporting strongerpartnerships between home and school.

• Faldet, Ann-Cathrin; Iversen, Jonas Yassin & Skrefsrud, Thor Andre (2024). Et jevnere utdanningsløp: Reduserte forskjeller eller selvforsterkende marginalisering? Nordisk tidsskrift for pedagogikk og kritikk. 10(4), s. 82–93. doi: 10.23865/ntpk.v10.6573. Fulltekst i vitenarkiv Vis sammendrag

  Med utgangspunkt i utredningen Et jevnere utdanningsløp: Barnehage og skole/SFO som innsats mot ulikhet blant barn levert av et regjeringsoppnevnt ekspertutvalg i februar 2024, gir artikkelen en kritisk drøfting av elev- og læringssynet som rapporten bygger på. Vi mener at ekspertgruppen bygger på et til dels deterministisk elevsyn, samt et individualistisk og kognitivt læringssyn. Med utgangspunkt i Bourdieus teorier om habitus og kapital, samt Biestas kritikk av et teknologisk utdanningssyn, problematiserer vi ekspertgruppens elev- og læringssyn og skisserer en alternativ tilnærming til sosial ulikhet i utdanningssystemet. Avslutningsvis argumenterer vi for at det er behov for pedagogisk forankrede perspektiver på elevene og læring når viktige avgjørelser knyttet til det offentlige utdanningssystemet skal fattes.

• Faldet, Ann-Cathrin; Skrefsrud, Thor Andre & Somby, Hege Merete (2023). Å forberede seg på hjem-skole-samarbeid: Lærerstudenters bruk av virtual reality-teknologi i et Vygotsky-perspektiv. I Faldet, Ann-Cathrin; Skrefsrud, Thor Andre & Somby, Hege Merete (Red.), Læring i et Vygotsky-perspektiv. Muligheter og konsekvenser for opplæringen. Cappelen Damm Akademisk. ISSN 9788202811501. s. 177–195. doi: 10.23865/noasp.191.ch10. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin & Roth, Solveig Iren (2022). Posisjonering som en 'løvemamma': Å være mor til barn med vedtak om spesialundervisning i overganger mellom utdanningsinstitusjoner. Spesialpedagogikk. ISSN 0332-8457. s. 47–58. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin; Knudsmoen, Hege & Nes, Kari (2022). Inkluderingsbegrepet under utvikling? En analyse av de norske læreplanverkene L97, LK06 og LK20. Nordisk tidsskrift for pedagogikk og kritikk. 8, s. 171–188. doi: 10.23865/ntpk.v8.3434. Fulltekst i vitenarkiv Vis sammendrag

  Etter Salamanca-erklæringen i 1994 om inkluderende opplæring er inkluderingsbegrepet – og tilstøtende begreper – flittig anvendt både globalt og nasjonalt. Det er likevel betydelig uklarhet om hva inkludering kan bety, samt hva det innebærer i skolen og i hele utdanningssystemet. På bakgrunn av dette undersøker vi de tre læreplanverkene for grunnskolen fra 1997, 2006 og 2020. Tidligere forskning og policydokumenter om inkludering ligger til grunn for studien, og vi har benyttet dokumentanalyse som metode. Funnene viser på den ene siden konsistens i de grunnleggende formuleringene om inkludering og likeverd, og på den andre siden spenninger og dilemmaer, blant annet en mulig dreining mot en skole med et snevrere kunnskapssyn. En slik dreining kan fungere ekskluderende for noen, kanskje spesielt for elever som er i sårbare situasjoner, en elevgruppe læreplanene sier relativt lite om. Samtidig vil kanskje LK20s økte vektlegging av skolens profesjonsfellesskap og av elevmedvirkning og demokrati, kunne ha et potensial til å styrke den inkluderende opplæringen

• Faldet, Ann-Cathrin; Skrefsrud, Thor Andre & Somby, Hege Merete (2021). Exploring the pedagogical potential of virtual reality simulations for pre-service teachers from a Vygotskyan perspective. Digital Culture and Education. 13(1), s. 67–80. Fulltekst i vitenarkiv Vis sammendrag

  This paper discusses the pedagogical potential of a flipped classroom practice in which advanced virtual reality simulations are used to place pre-service teachers in work-related situations, such as a home-school collaboration. The paper applies a Vygotskyan perspective and discusses the simulation’s potential for contributing to pre-service teachers’ professional development. The article argues that, as understood through the lens of Vygotsky’s sociocultural approach to learning, virtual reality simulations may enhance pre-service teachers’ ability to learn through imitation, while also encouraging collaborative interaction and reflection. The aim in using virtual reality simulations in the flipped classroom is to counteract the reduction of pre-service teachers to passive interpreters and teachers to the providers of prescribed curriculums. We end the article by drawing attention to the potential limitations of the simulation when used as a flipped classroom practice.

• Faldet, Ann-Cathrin & Nes, Kari (2021). Valuing vulnerable children's voices in educational research. . International Journal of Inclusive Education. ISSN 1360-3116. doi: 10.1080/13603116.2021.1956602. Fulltekst i vitenarkiv Vis sammendrag

  Changing views on childhood and children’s rights entail an increasing demand for listening to children's voices, even in research. All children are, in principle, seen as vulnerable participants in research, but our concern is the particularly vulnerable children. By listening to them, researchers increase the chances of contributing to the improvement of the children’s total situations based on their own experiences.  In this article, after discussing why vulnerable children should take part in research and exemplifying how they should do it, we consider advice for enabling particularly vulnerable students’ voices to be heard in research in ethically justifiable ways. Recommendations for considering vulnerable children’s participation in research are proposed. While children may be regarded particularly vulnerable for a range of reasons, we draw attention to the student group in regular classes identified as having special educational needs by referring to examples from a recent research project in Norwegian schools.

• Roth, Solveig Iren & Faldet, Ann-Cathrin (2020). Being a mother of children with special needs during educational transitions: positioning when ‘fighting against a superpower’. European Journal of Special Needs Education. ISSN 0885-6257. 35(4). doi: 10.1080/08856257.2019.1706247. Fulltekst i vitenarkiv Vis sammendrag

  The aim of this article is to study how mothers of children with special needs understand themselves in educational contexts. Using the analytical concepts of positional identities and figured worlds, we study the different positionings of mothers as their children transition between different school levels. Data were collected through recursive interviews conducted over one year as part of a small-scale study of mothers with a high level of education. The data used in this article were obtained from an informant’s reflections on her role as the mother of a child with special needs from the time he was in kindergarten to his final year in upper secondary school. Her case history illustrates how her positional identities in educational contexts were linked to mutual trust with the teachers and schools. The absence of trust had a significant impact on her ability to fully support her son’s schooling.

• Faldet, Ann-Cathrin & Skrefsrud, Thor Andre (2020). The reception of Vygotsky in pedagogical literature for Norwegian teacher education. Forum Oświatowe. ISSN 0867-0323. 32(2), s. 11–27. doi: 10.34862/fo.2020.2.0. Fulltekst i vitenarkiv Vis sammendrag

  In this article, we study the reception of Vygotskian theory in pedagogical literature for Norwegian teacher education. The article analyzes three widely used textbooks for pre-service teachers in the five-year integrated master’s degree program, looking at how Vygotsky’s work is articulated and disseminated in the readings. Although Vygotsky’s ideas are an important frame of reference for the pedagogical thinking in the textbooks, the findings indicate that Vygotsky’s theory is presented in a fragmented way and is largely disconnected from the social and scientific context of its formation. The article argues that the tendency to interpret Vygotsky in a cultural and historical vacuum represents a concealed potential for making Vygotsky’s ideas applicable in the current educational debate.

• Faldet, Ann-Cathrin & Skrefsrud, Thor Andre (2018). The Reception of Vygotsky's Sociocultural Theory in Pedagogical Literature in Norwegian Teacher Education. I Kravtsov, Gennady (Red.), L.S. Vygotsky's Method in Modern Social Practices. Proceedings of the XIX Vygotsky International Readings. Lev Publishing. ISSN 9785919140436. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin & Nordahl, Thomas (2017). Læreres vurderinger av ulike elevgrupper i skolen. Paideia - Tidsskrift for professionel pædagogisk praksis. ISSN 1904-9633. s. 40–54. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin; Knudsmoen, Hege & Nes, Kari (2017). Spesialpedagogikkens plass i lærerutdanningen - med Hamar som eksempel. I Løtveit, Morten (Red.), Tidssignaler: Lærerutdanningsfag i utvikling: Utdanning av lærere på Hamar - 150 år. Oplandske Bokforlag. ISSN 9788275182515. s. 335–358. Fulltekst i vitenarkiv Vis sammendrag

  Etter at ideen om «en skole for alle» vant fram, har skolen fått en mer og mer heterogen elevgruppe. For å imøtekomme elevers rett til å få bruke sitt læringspotensial, uansett forutsetninger, trengs bred kompetanse i skolen, blant annet spesialpedagogisk kompetanse. Elever med funksjonsnedsettelser1 eller andre «særskilte behov» har ikke umiddelbart vært en del av fellesskolen. Kvalifiseringen for å arbeide med disse elevene har lenge foregått andre steder enn i lærerutdanningsinstitusjonene. Dette kapittelet har som hovedformål å diskutere spesialpedagogikk i lærerutdanningen, fra fagområdet kom inn i lærerutdanningen på 1960–70-tallet og fram til i dag. For å kunne studere dette kreves i tillegg til innsikt i det spesialpedagogiske feltet i lærerutdanningen, også kjennskap til reformer som har preget skolen. Hovedvekten i framstillingen legges på lærerutdanning for grunnskolen med vekt på utdanningen på Hamar. Vi kommer i liten grad til å berøre tiden før 1950-tallet.

• Faldet, Ann-Cathrin & Lekhal, Ratib (2016). Voldelige jenters opplevelse av skolen som arena for læring og sosialt samspill. Spesialpedagogikk. ISSN 0332-8457. 81(3), s. 51–64. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Harju-Luukkainen, Heidi Katarina; Maunula, Minna; Knudsmoen, Hege & Faldet, Ann-Cathrin (2026). A Nordic Perspective on Teacher Well-being in Educational Contexts. Routledge. ISBN 9781003589938. 278 s. doi: 10.4324/9781003589938. Fulltekst i vitenarkiv Vis sammendrag

  A Nordic Perspective on Teacher Well-Being in Educational Contexts offers a compelling exploration of teacher well-being, combining contemporary research with actionable strategies to support teacher welfare. Grounded in the innovative educational frameworks of the Nordic countries, this edited volume examines how progressive policies and practices positively influence teacher well-being, providing inspiration for global education systems to adopt and adapt. Authored by leading experts from across the Nordic region, the book examines key aspects of teacher well-being, including work-life balance, professional development, emotional support, mental health, psychologically safe environments, and institutional policies. Organised into two thematic sections, Part I explores the current research landscape on teacher well-being in the Nordic countries, and Part II looks to the future, highlighting how lessons from Nordic research can inform global efforts to support teacher well-being. The book concludes with a practical action plan, equipping readers with strategies to promote teacher welfare across all levels of the education system. Bridging research and application, this volume makes a significant contribution to the ongoing dialogue on teacher well-being. An indispensable resource for educators, policymakers, and researchers, this book showcases original Nordic practices and policies, offering fresh perspectives on educator welfare that can be applied globally.

• Faldet, Ann-Cathrin; Skrefsrud, Thor Andre & Somby, Hege Merete (2023). Læring i et Vygotsky-perspektiv. Muligheter og konsekvenser for opplæringen. Cappelen Damm Akademisk. ISBN 9788202811501. 243 s. doi: 10.23865/noasp.191. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Faldet, Ann-Cathrin & Skrefsrud, Thor Andre (2026). Teachers' Perspectives on Acting-Out Girls in School: Professional Understandings, Challenges, and Relational Practices. Fulltekst i vitenarkiv
• Skrefsrud, Thor Andre; Faldet, Ann-Cathrin & Iversen, Jonas Yassin (2026). Forest Finnish Teachers' Perspectives on Teaching About and For a National Minority. Fulltekst i vitenarkiv
• Harju-Luukkainen, Heidi Katarina; Maunula, Minna; Knudsmoen, Hege & Faldet, Ann-Cathrin (2026). An Outlook to the Future: Seven Policy Priorities for Teacher Well-being. I Harju-Luukkainen, Heidi Katarina; Maunula, Minna; Knudsmoen, Hege & Faldet, Ann-Cathrin (Red.), A Nordic Perspective on Teacher Well-being in Educational Contexts. Routledge. ISSN 9781003589938. s. 250–256. doi: https:/doi-org.ezproxy.inn.no/10.4324/9781003589938-19. Fulltekst i vitenarkiv Vis sammendrag

  This book has offered its readers an examination of educator well-being across different educational stages and settings within the Nordic countries. Against the backdrop of global challenges such as teacher shortages, high turnover, and the declining attractiveness of the profession, the volume sheds light on the multifaceted nature of teacher well-being through a distinctly Nordic lens, drawing on traditions of innovation, equity, and holistic welfare. Across the 17 research chapters, both shared features and national differences emerge in how teacher well-being is understood, supported, and challenged. The concluding chapter synthesizes these insights through a thematic analysis of the contributions, identifying seven key priority areas that cut across contexts. These themes form the basis of a forward-looking action plan that provides concrete recommendations for policymakers, teacher educators, school leaders, and researchers. By situating empirical evidence within broader international debates, the book not only illuminates the state of teacher well-being in the Nordic region, but also offers pathways for rethinking and supporting teacher well-being as a cornerstone of sustainable futures in education.

• Harju-Luukkainen, Heidi Katarina; Maunula, Minna; Knudsmoen, Hege & Faldet, Ann-Cathrin (2026). Introduction to Teacher Wellbeing in Educational Contexts Across the Nordic Countries. I Harju-Luukkainen, Heidi Katarina; Maunula, Minna; Knudsmoen, Hege & Faldet, Ann-Cathrin (Red.), A Nordic Perspective on Teacher Well-being in Educational Contexts. Routledge. ISSN 9781003589938. s. 1–12. doi: 10.4324/9781003589938-1. Fulltekst i vitenarkiv Vis sammendrag

  This introductory chapter establishes the rationale and scope of the book, which examines teacher well-being within the Nordic countries connecting it to wider global challenges. The impetus for the volume emerged from the recognition of a significant research gap: although teacher well-being is increasingly discussed in international policy and professional debates, systematic empirical evidence and robust theoretical frameworks remain scarce both in the Nordic region and internationally. Teacher well-being is understood here as a multidimensional and relational construct, encompassing for instance by psychological, physical, emotional, and social dimensions, and shaped by contextual factors such as workload, collegial support, school culture, leadership, and broader policy developments. Building on international frameworks and recent scholarship we argue for an interdisciplinary approach to investigating well-being, highlighting its dynamic and evolving nature. The Nordic perspective of this book provides a distinctive framing, as these countries are internationally recognized for their welfare systems, educational innovation, and emphasis on equity, yet face the same global pressures of teacher shortages, attrition, and intensification.

• Faldet, Ann-Cathrin & Nes, Kari (2025). Inkludering i skolen - har vi kommet så langt som vi tror? Spesialpedagogikk. ISSN 0332-8457. 04/25, s. 4–12. Fulltekst i vitenarkiv Vis sammendrag

  Inkludering, som lenge har vært en ambisjon i norsk utdanning, er nå også en del av opplæringsloven - men hvordan fungerer det i praksis? Denne studien undersøker inkludering i skolen med utgangspunkt i elever med ‘usynlige’ funksjonsnedsettelser. Gjennom historiene til to elever, Robert og Kevin, belyses utfordringer som manglende tilrettelegging og sosial ekskludering. Robert, som er hørselshemmet, opplever at lærere ofte unnlater å bruke nødvendige hjelpemidler. Kevin, som er synshemmet, føler seg isolert og utenfor. Artikkelen diskuterer ulike forståelser av inkludering og vektlegger behovet for en inkluderende kultur i skolen, noe som krever systematisk arbeid på alle nivåer i utdanningssystemet.

• Faldet, Ann-Cathrin & Skrefsrud, Thor Andre (2025). Identity, Relationship, and Education: A longitudinal Study on Women who Engaged in Violent Behaviour during Adolescence. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin; Iversen, Jonas Yassin & Skrefsrud, Thor Andre (2025). Enhancing Equality in Education: Challenging a Deficit Discourse in Educational Policy. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin; Harju-Luukkainen, Heidi Katarina; Knudsmoen, Hege & Maunula, Minna (2024). A Nordic concept of wellbeing. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin; Hakvoort, Ilse; Knudsmoen, Hege & Persson, Sofia (2024). Violence against teachers in compulsory school from a policy and union perspective. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin & Nes, Kari (2024). Inclusion and Sustainability in Education. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin (2024). “Jenter i skyggen”: Å belyse vold og utenforskap blant jenter. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin (2024). Når kreativitet kveles: En kritikk av akademisk målstyring. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin (2024). Generalprøve på virkeligheten. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin (2024). Comparison in Nordic countries. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin; Skrefsrud, Thor Andre & Somby, Hege Merete (2023). Forord. I Faldet, Ann-Cathrin; Skrefsrud, Thor Andre & Somby, Hege Merete (Red.), Læring i et Vygotsky-perspektiv. Muligheter og konsekvenser for opplæringen. Cappelen Damm Akademisk. ISSN 9788202811501. s. 7–8. doi: 10.23865/noasp.191. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin; Skrefsrud, Thor Andre & Somby, Hege Merete (2023). Vygotsky i forskning og praksis: Hvorfor rette blikket mot et sosiokulturelt læringssyn? I Faldet, Ann-Cathrin; Skrefsrud, Thor Andre & Somby, Hege Merete (Red.), Læring i et Vygotsky-perspektiv. Muligheter og konsekvenser for opplæringen. Cappelen Damm Akademisk. ISSN 9788202811501. s. 9–18. doi: 10.23865/noasp.191.ch1. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin (2023). Research on Diversity Competence in Teacher Education. Fulltekst i vitenarkiv
• Knudsmoen, Hege; Faldet, Ann-Cathrin; Harju-Luukkainen, Heidi; Helleve, Mette Birgitte; Maunula, Minna & Mörk, Svava Björg [Vis alle 8 forfattere av denne artikkelen] (2023). Nordic perspectives as a scoping review on employees’ well- being in kindergartens, schools and teacher education. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin; Harju-Luukkainen, Heidi Katarina; Knudsmoen, Hege & Maunula, Minna (2023). Understanding Teacher Well- being trough Multimethod approach. Fulltekst i vitenarkiv Vis sammendrag

  This study involved two research approaches: 1) a case study and 2) a robust literature review. These were conducted to strengthen the very sparsely studied phenomenon of teacher wellbeing in the primary school context. By combining these two methods, we are able to obtain a broader and deeper picture of the studied phenomenon. This study answers two research questions: 1) What experiences do teachers have regarding their wellbeing during teacher classroom management (TCM) implementation? 2) What studies have been conducted on teacher wellbeing in dealing with students with externalising conduct? Therefore, the aim of this study was to strengthen our understanding of teacher wellbeing using a multimethod approach. The diversity of pupils and their different difficulties challenge teachers’ skills and methods in teaching. Some behavioural challenges require rapid intervention and a multidisciplinary and interdisciplinary approach by the teachers. An internationally recognised tool, TCM, aims to support pupils’ socio-emotional development, improve teacher–pupil interaction, and strengthen school–home cooperation. This case study examines teachers’ experiences of TCM in the Finnish primary school context. The study is qualitative, and the data (N = 16) was collected through focus group interviews. The theoretical framework of this study includes various indicators of teacher’s wellbeing. A systematic literature review was conducted to develop a robust theoretical framework for this paper. Wellbeing is a multidimensional notion and an understudied phenomenon (Berlanda, et al., 2019; Reddy et al., 2018; Weiland, 2021). Wellbeing theorists study the individual trait of flourishing, “understood as optimal ways of functioning characterised by goodness and wholeness” (Cherkowski & Walker, 2016). Research on human flourishing focuses on the importance of healthy relationships (Cherkowski & Walker, 2016), centrality of emotion and affect (Fredrickson, 2001), and feelings of competence (Dollansky, 2014). We therefore included Gibbs (2018) thoughts about teachers’ identities, autonomy, and efficacy. Seligman’s (2002, 2011) wellbeing theory stemmed from positive psychology, studying positive human qualities, habits, and mental models, rather than the analysis or exploration of deficits and negative attributes (Seligman & Csikszentmihalyi, 2000). In 2002, Seligman claimed that ‘happiness’ is made up of three elements: positive emotion, engagement, and meaning. In 2011, Seligman revised his theory to include two other elements: relationships and accomplishments. According to Seligman (2011), positive relationships, or a lack thereof, have a critical influence on overall wellbeing; wellbeing should be viewed as a construct. Researchers recently have followed Seligman’s approach to viewing the issue of teacher wellbeing through a positive psychology lens. The conversation turned to retaining teachers through mindfulness (De Stercke, Goyette, & Robertson, 2015), with positive teacher leadership practices focused on wellbeing for all (Cherkowski, 2018). Cherkowski (2018) specifically emphasised teacher wellbeing as a priority in its own right. This is in contrast to focusing on wellbeing as a tool to prevent burnout and attrition or solely to benefit students. In this paper, we aim to develop a deeper understanding of teachers’ wellbeing regarding students’ externalising conduct in classroom/schools as a preventive approach to wellbeing in education.

• Sønsthagen, Sigrun & Faldet, Ann-Cathrin (2023). Research on diversity competence in teacher education. Fulltekst i vitenarkiv Vis sammendrag

  The purpose of this study is to discuss the importance of diversity competence in teacher education, as teachers must follow the principle of inclusion both in their basic professional education and in their continuing professional practice (UNESCO, 2017). The research question is as follows: How do student teachers experience that professionally oriented pedagogy is relevant for meeting a diverse group of pupils?

• Somby, Hege Merete; Skrefsrud, Thor Andre; Faldet, Ann-Cathrin; Stalheim, Odd Rune & Parish, Karen (2022). VR Simulation as a Learning Method for Pre-Service Teachers. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin; Iversen, Jonas Yassin; Skrefsrud, Thor Andre & Somby, Hege Merete (2022). Understandings of ‘Learning Barriers’ in International Research: A Systematic Review. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin; Somby, Hege Merete; Haug, Peder & Sørensen, Lotte Hedegaard (2022). Leder: Inkluderende utdanning og oppvekstmiljø. Nordisk tidsskrift for pedagogikk og kritikk. 8, s. 136–140. doi: 10.23865/ntpk.v8.3955. Fulltekst i vitenarkiv
• Knudsmoen, Hege & Faldet, Ann-Cathrin (2022). A Systematic Review of Violence towards Teachers in School. Fulltekst i vitenarkiv
• Skrefsrud, Thor Andre; Faldet, Ann-Cathrin & Somby, Hege Merete (2021). Digital simulation of home-school collaboration - exploring the pedagogical potential of pre-service teachers engagement with virtual-reality technology in a Vygotskyan perspective. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin; Iversen, Jonas Yassin; Skrefsrud, Thor Andre & Somby, Hege Merete (2021). Understandings of ‘Learning Barriers’ in International Research: A Systematic Review. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin (2021). STUDENTS ARTICULATION ABOUT PARTICIPATION IN MATHEMATICS. Fulltekst i vitenarkiv
• Knudsmoen, Hege & Faldet, Ann-Cathrin (2021). Teachers’ Experience of Violence in School: A Systematic Review. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin (2019). A-Magasinet. Slåss mer enn før: – Det er mye drama blant jenter. Bare et blikk kan være nok. [Journal]. A-Magasinet, Aftenposten. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin; Pettersson, Daniel & Mølstad, Christina Elde (2019). Jeg, du, meg og deg: Hva kan vi egentlig lære av PISA? Norsk pedagogisk tidsskrift. ISSN 0029-2052. 103(01), s. 42–52. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin (2018). Slik avtaler jenter slåsskamper, Dagbladet, 1. nov. 2018. [Journal]. Dagbladet. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin & Skrefsrud, Thor Andre (2018). The reception of Vygotsky's sociocultural theory in pedagogical literature Norwegian teacher education. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin (2018). Presentation NERA. Risk and protective factors for girls violent offenders. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin (2018). Både jenter og gutar slåst mindre enn før. [Journal]. Kilden - kjønnsforskning.no. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin (2018). Risk And Protective Factors For Women Who Have Exercised Violence In Adolescence. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin (2018). Forsker om vold mellom tenåringsjenter: - Jenter det er grunn til å være bekymret for. [Journal]. Dagbladet. Fulltekst i vitenarkiv
• Roth, Solveig Iren & Faldet, Ann-Cathrin (2018). Being a parent to children with special needs during educational transitions: Parents’ positional identities’ role in home-school cooperation. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin (2018). Risk And Protective Factors For Women Who Have Exercised Violence In Adolescence. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin (2017). Konferansen: Om læringsmiljøet i barnehage og skole: Ny kunnskap i dag - ny praksis i morgen Oponent på paralellsesjoner 19. og 20. sept. 2017. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin (2017). Jenter som utøver vold. Fulltekst i vitenarkiv
• Roth, Solveig & Faldet, Ann-Cathrin (2017). Home-School Cooperation: Being a parent to children with special needs. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin (2017). Vold blant jenter. [TV]. Nrk Østlandssendingen. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin (2017). Vold blant jenter. [Radio]. Nrk Østlandssendingen. Fulltekst i vitenarkiv
• Nes, Kari; Knudsmoen, Hege; Faldet, Ann-Cathrin & Haug, Peder (2016). Hvordan ivareta elevmangfoldet i fremtidens lærerutdanning. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin (2016). Risk and protective factors for girls violent offenders. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin; Knudsmoen, Hege & Nes, Kari (2016). Konferanse om pedagogikkens plass i fremtidens lærerutdanning, Litteraturhuset 2016. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin (2016). Jenter som utøver vold og deres opplevelse av skolen. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin (2016). Jenter som utøver vold: Deres erfaring med gjengdannelse, familie og skolegang. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin (2014). Hvorfor slutter vi aldri å slå? [Radio]. Ekko, NRK, P2. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin (2010). "Klin gæerne" - og veldig sårbare. [Journal]. Kilden.no. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin (2010). «Klin gærne» – og veldig sårbare. [Internet]. Forskning.no. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin (2010). Flere jenter straffes for voldsbruk. [Internet]. Nrk Hedmark og Oppland. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin (2008). Vil vite hvorfor jenter slår. [Journal]. Østlendingen. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin; Tangen, Reidun Synnøve & Bjørnebekk, Ragnhild (2013). Jenter som utøver vold: En empirisk studie av jenters erfaring med gjengaktivitet, familie og skolegang. Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag

  Temaet i avhandlingen Jenter som utøver vold. En empirisk studie av jenters erfaring med gjengaktivitet, familie og skolegang, er erfaringer med og perspektiver på vold, vennskap, familie og skolegang hos unge jenter som utøver vold. Problemstillingene belyser: 1. Hvordan forstår jenter sin egen utøvelse av vold, og hvilke holdninger har de til voldsutøvelsen? 2. Hvordan rekrutteres jenter til jentegjenger som utøver vold? 3. Hva karakteriserer slike gjenger med hensyn til relasjoner mellom deltakerne, organisering og varighet? 4. Hvilken mening og verdi har gjengdeltagelsen for jentene? Gjennom en kvalitativ studie er det foretatt dybdeintervjuer av 13 jenter over en periode på noen måneder. Jentene, har utøvd vold sammen med andre jevnaldrende, og av hjelpeapparatet oppfattet som medlemmer av en voldelig jentegjeng. I tillegg er fire fagpersoner intervjuet. Resultatene viser at jentenes vold sjelden er umotivert, og at deres voldshandlinger ofte kan oppleves som rasjonell fordi den både kan styrke og svekke relasjoner. Denne studien tyder på jenter som utøver vold har vært utsatt for flere risikofaktorer, og de opplever å mislykkes på arenaer hvor de fleste jenter lykkes; i familie, skole og vennskapsrelasjoner. Jentene har framstått som motsetningsfylte, og historiene deres er på mange måter fylt av paradokser. Dette er jenter som er i trøbbel, og som skaper trøbbel. De kan benevnes som ”plagede og krenkede jenter”, og de plager og krenker andre. Dette er jenter som er synlige fordi de utagerer som de gjør, men samtidig har de ikke blitt sett av verken familie eller lærere for sine styrker og sårbarheter.

Se alle arbeider i NVA