Ann-Cathrin Faldet

• 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. In Faldet, Ann-Cathrin; Skrefsrud, Thor Andre & Somby, Hege Merete (Ed.), Læring i et Vygotsky-perspektiv. Muligheter og konsekvenser for opplæringen. Cappelen Damm Akademisk. ISSN 9788202811501. p. 177–195. doi: 10.23865/noasp.191.ch10.
• 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. p. 47–58.
• 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. ISSN 2387-5739. 8, p. 171–188. doi: 10.23865/ntpk.v8.3434. Full text in Research Archive Show summary

  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. ISSN 1836-8301. 13(1), p. 67–80. Full text in Research Archive Show summary

  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. Full text in Research Archive Show summary

  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.

• 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), p. 11–27. doi: 10.34862/fo.2020.2.0. Full text in Research Archive Show summary

  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.

• 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. doi: 10.1080/08856257.2019.1706247. Full text in Research Archive Show summary

  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 (2018). The Reception of Vygotsky's Sociocultural Theory in Pedagogical Literature in Norwegian Teacher Education. In Kravtsov, Gennady (Eds.), L.S. Vygotsky's Method in Modern Social Practices. Proceedings of the XIX Vygotsky International Readings. Lev Publishing. ISSN 978-5-91914-043-6.
• Faldet, Ann-Cathrin; Knudsmoen, Hege & Nes, Kari (2017). Spesialpedagogikkens plass i lærerutdanningen - med Hamar som eksempel. In Løtveit, Morten (Eds.), Tidssignaler: Lærerutdanningsfag i utvikling: Utdanning av lærere på Hamar - 150 år. Oplandske Bokforlag. ISSN 9788275182515. p. 335–358.
• Faldet, Ann-Cathrin & Nordahl, Thomas (2017). Læreres vurderinger av ulike elevgrupper i skolen. Paideia - Tidsskrift for professionel pædagogisk praksis. ISSN 1904-9633. p. 40–54. Full text in Research Archive
• Faldet, Ann-Cathrin & Lekhal, Ratib (2016). Voldelige jenters opplevelse av skolen som arena for læring og sosialt samspill. Spesialpedagogikk. ISSN 0332-8457. 81(3), p. 51–64.

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• 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 p.

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• Faldet, Ann-Cathrin; Harju-Luukkainen, Heidi Katarina; Knudsmoen, Hege & Maunula, Minna (2024). A Nordic concept of wellbeing.
• Faldet, Ann-Cathrin & Nes, Kari (2024). Inclusion and Sustainability in Education.
• Faldet, Ann-Cathrin; Hakvoort, Ilse; Knudsmoen, Hege & Persson, Sofia (2024). Violence against teachers in compulsory school from a policy and union perspective.
• Sønsthagen, Sigrun & Faldet, Ann-Cathrin (2023). Research on diversity competence in teacher education. Show summary

  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?

• Faldet, Ann-Cathrin; Harju-Luukkainen, Heidi Katarina; Knudsmoen, Hege & Maunula, Minna (2023). Understanding Teacher Well- being trough Multimethod approach . Show summary

  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.

• Faldet, Ann-Cathrin (2023). Research on Diversity Competence in Teacher Education.
• Faldet, Ann-Cathrin; Skrefsrud, Thor Andre & Somby, Hege Merete (2023). Forord. In Faldet, Ann-Cathrin; Skrefsrud, Thor Andre & Somby, Hege Merete (Ed.), Læring i et Vygotsky-perspektiv. Muligheter og konsekvenser for opplæringen. Cappelen Damm Akademisk. ISSN 9788202811501. p. 7–8. doi: 10.23865/noasp.191.
• Faldet, Ann-Cathrin; Skrefsrud, Thor Andre & Somby, Hege Merete (2023). Vygotsky i forskning og praksis: Hvorfor rette blikket mot et sosiokulturelt læringssyn? In Faldet, Ann-Cathrin; Skrefsrud, Thor Andre & Somby, Hege Merete (Ed.), Læring i et Vygotsky-perspektiv. Muligheter og konsekvenser for opplæringen. Cappelen Damm Akademisk. ISSN 9788202811501. p. 9–18. doi: 10.23865/noasp.191.ch1.
• Knudsmoen, Hege; Faldet, Ann-Cathrin; Harju-Luukkainen, Heidi; Helleve, Mette Birgitte; Maunula, Minna & Mörk, Svava Björg [Show all 8 contributors for this article] (2023). Nordic perspectives as a scoping review on employees’ well- being in kindergartens, schools and teacher education. .
• Knudsmoen, Hege & Faldet, Ann-Cathrin (2022). A Systematic Review of Violence towards Teachers in School .
• Faldet, Ann-Cathrin; Somby, Hege Merete; Haug, Peder & Sørensen, Lotte Hedegaard (2022). Leder: Inkluderende utdanning og oppvekstmiljø. Nordisk tidsskrift for pedagogikk og kritikk. ISSN 2387-5739. 8, p. 136–140. doi: 10.23865/ntpk.v8.3955.
• 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.
• Faldet, Ann-Cathrin; Iversen, Jonas Yassin; Skrefsrud, Thor Andre & Somby, Hege Merete (2022). Understandings of ‘Learning Barriers’ in International Research: A Systematic Review.
• Knudsmoen, Hege & Faldet, Ann-Cathrin (2021). Teachers’ Experience of Violence in School: A Systematic Review .
• Faldet, Ann-Cathrin; Iversen, Jonas Yassin; Skrefsrud, Thor Andre & Somby, Hege Merete (2021). Understandings of ‘Learning Barriers’ in International Research: A Systematic Review.
• Faldet, Ann-Cathrin (2021). STUDENTS ARTICULATION ABOUT PARTICIPATION IN MATHEMATICS.
• 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.
• Faldet, Ann-Cathrin (2019). A-Magasinet. Slåss mer enn før: – Det er mye drama blant jenter. Bare et blikk kan være nok. [Newspaper]. A-Magasinet, Aftenposten.
• 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), p. 42–52.
• Faldet, Ann-Cathrin & Skrefsrud, Thor Andre (2018). The reception of Vygotsky's sociocultural theory in pedagogical literature Norwegian teacher education.
• Faldet, Ann-Cathrin (2018). Slik avtaler jenter slåsskamper, Dagbladet, 1. nov. 2018. [Newspaper]. Dagbladet.
• 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. .
• Faldet, Ann-Cathrin (2018). Risk And Protective Factors For Women Who Have Exercised Violence In Adolescence.
• Faldet, Ann-Cathrin (2018). Risk And Protective Factors For Women Who Have Exercised Violence In Adolescence.
• Faldet, Ann-Cathrin (2018). Forsker om vold mellom tenåringsjenter: - Jenter det er grunn til å være bekymret for. [Newspaper]. Dagbladet.
• Faldet, Ann-Cathrin (2018). Både jenter og gutar slåst mindre enn før . [Business/trade/industry journal]. Kilden - kjønnsforskning.no.
• Faldet, Ann-Cathrin (2018). Presentation NERA. Risk and protective factors for girls violent offenders.
• Faldet, Ann-Cathrin (2017). Vold blant jenter. [TV]. Nrk Østlandssendingen.
• Faldet, Ann-Cathrin (2017). Vold blant jenter. [Radio]. Nrk Østlandssendingen.
• 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.
• Roth, Solveig & Faldet, Ann-Cathrin (2017). Home-School Cooperation: Being a parent to children with special needs.
• Faldet, Ann-Cathrin (2017). Jenter som utøver vold.
• Faldet, Ann-Cathrin (2016). Jenter som utøver vold: Deres erfaring med gjengdannelse, familie og skolegang.
• Faldet, Ann-Cathrin (2016). Jenter som utøver vold og deres opplevelse av skolen .
• Faldet, Ann-Cathrin (2016). Risk and protective factors for girls violent offenders .
• Faldet, Ann-Cathrin; Knudsmoen, Hege & Nes, Kari (2016). Konferanse om pedagogikkens plass i fremtidens lærerutdanning, Litteraturhuset 2016.
• Nes, Kari; Knudsmoen, Hege; Faldet, Ann-Cathrin & Haug, Peder (2016). Hvordan ivareta elevmangfoldet i fremtidens lærerutdanning. Utdanningsnytt.no.
• Faldet, Ann-Cathrin & Aasen, Ann Margareth (2015). Forskjeller og likheter i elevenes opplevelse av ervhervskolen.
• Faldet, Ann-Cathrin (2014). – Voldelige jenter hater skolen . [Business/trade/industry journal]. Utdanningsnytt.
• Faldet, Ann-Cathrin (2014). Hvorfor slutter vi aldri å slå? [Radio]. Ekko, NRK, P2.
• Faldet, Ann-Cathrin (2010). Flere jenter straffes for voldsbruk. [Internet]. Nrk Hedmark og Oppland.
• Faldet, Ann-Cathrin (2010). «Klin gærne» – og veldig sårbare. [Internet]. Forskning.no.
• Faldet, Ann-Cathrin (2010). "Klin gæerne" - og veldig sårbare. [Business/trade/industry journal]. Kilden.no.
• Faldet, Ann-Cathrin (2008). Vil vite hvorfor jenter slår . [Newspaper]. Østlendingen.
• Faldet, Ann-Cathrin; Tangen, Reidun Synnøve & Bjørnebekk, Ragnhild (2013). Girls who perpetrate violence: An empirical study of girls’ experiences of gang activity, family and schooling. Universitetet i Oslo. ISSN 1501-8962. Show summary

  The topic of thesis Girls who perpetrate violence: An empirical study of girls’ experiences of gang activity, family and schooling is the experiences of and perspectives on violence, friendship, family and schooling of girls who use violence. Four research questions are addressed: 1. How do girls understand their own violent behaviour, and what attitudes do they have towards using violence? 2. How are girls recruited to girl gangs that use violence? 3. What characterizes these gangs with regard to relationships between participants, organization and duration? 4. What meanings and values does participation in a gang involve for the girls? The thesis is a qualitative study based on in-depth interviews of 13 girls over a period of two to six months. The girls interviewed have used violence together with other girls of the same age, and some have been perceived by the social services as members of a violent girl gang. In addition a group of four experts has been interviewed The results show that the girls’ violence is rarely unmotivated, and their actions can often be understood as relational rationality. This means that violence can be experienced as rational since it can both strengthen and weaken relationships. The stories the girls have told indicate that girls who use violence have been exposed to multiple risk factors. Their experiences draw a picture of failure in areas where most girls are successful, i.e. in the family, at school and in relationships with friends. The girls in this project all appeared as characterized by inner tensions and behavioural inconsistency, and their stories are in many ways full of paradoxes. They are girls in trouble, and they make trouble. They can be referred to as “troubled and damaged girls”, but they also cause trouble and harm others. Due to their extreme behaviour they attract considerable attention, but neither their families nor their teachers listen to them or understand their strengths and weaknesses and their individual needs.

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