BLFORP Pedagogical leadership, Part 1 and Part 2

All versions:
BLFORP (2022—2023)
BLFORP (2021—2022)
BLFORP (2020—2021)
BLFORP (2019—2020)
BLFORP (2017—2018)

Course code: BLFORP

Course name: Pedagogical leadership, Part 1 and Part 2

Semester: Spring

Location: Bergen

Academic year: 2017–2018

Language: English

Credits: 30 ECTS Credits

Single subject: No

Required prerequisite knowledge

Students from ECTE at NLA University College must have passed both their Final assessments from Area of knowledge (KO) 1-5.

International students must be able to document their degrees in Early Childhood Teacher Education or their university placement in equivalent education, both on a bachelor level.

Bachelor students from Intercultural studies (IKF) at NLA University College and equivalent studies, must have passed their first year of study, 60 ECTS, and be registered within the bachelor programme.

A police certificate (of good conduct) must be submitted at the start of the studies.

Relevance within study programme

Optional course in the ECTE bachelor program, Intercultural Studies Program or postgraduate studies

Introduction

The course contains the following disciplines:

Part 1: Pedagogy (8 credit points) and Drama (7 credit points)

Part 2: Pedagogy (12 credit points) and Social Science (3 credit points)

Learning outcomes descriptors

After completed course, the student will have the following learning outcomes:

PART 1:

Knowledge

The student

  • has knowledge of and is conscious of the importance of voice and body language, in relation to leadership
  • is familiar with different traditions of counselling and their views on learning and development
  • is aware of the pedagogical supervisor´s responsibility for the overall ECEC environment, especially with regard to communication of art, culture and cultural diversity

Gained experience

The student

  • has gained the experience and courage to use drama pedagogical tools and methods involving both children and staff in Early Childhood Education and Care (ECEC) and/or other organizations/institutions.
  • is able to use dramatic improvisation and different pedagogical methods to develop his/her own leadership
  • is able to use relevant tools for dialogue and counselling and participate in and lead professional discussions about Early Childhood Education and Care or related to other exposed groups .

General competence

The student

  • has the ability of and understanding for giving and receiving feedback
  • understands the pedagogical supervisor–s importance for the quality of the Early Childhood Education and Care and is able to transfer and apply their knowledge to other organizations, fields and target groups.

 

PART 2:

Knowledge

The student

  • has knowledge of the Kindergarten / Early Childhood Education and Care/other organizations as a learning organization and of the importance of professional policies and discourse within the ECEC field
  • has knowledge of research and debates on the use of digital tools in Early Childhood Education and Care
  • has knowledge about the significance of legislation and fundamental values on the contents of Early Childhood Education and Care, and on the work of the pedagogical supervisor, both in Norway and in nations present in the group of students. Intercultural students can choose their nation of specialization from the bachelor programme.

Gained experience

The student

  • has gained the experience needed to carry out and solve tasks in relation to planning, organizing, accomplishing and assessing pedagogical work and leadership
  • can make use of various counselling methods to develop the competence of the staff

General competence

The student

  • has the ability to work on quality development in Early Childhood Education and Care or other organizations.
  • has the competence to assess the content and use of digital and pedagogical resources in Early Childhood Education and Care

Content

Part 1:

This course focuses on the pedagogical leadership in Early

Childhood Education and Care. This includes managing both children

and staff. Through practical work, the students learn how to lead

children and staff to develop competence. Through Microteaching,

the students will make use of various methods of drama pedagogy

and counselling.

The course is organized in the following topics:

  • Microteaching, emphasizing the development of leadership
  • Development of leadership through application of drama pedagogical methods
  • Management of professional processes, focusing on competence development through counselling

 

Part 2:
This course focuses on the role of the supervisor in Early Childhood Education and Care. It will deal with leadership within a social perspective. It will emphasize the pedagogical supervisor–s social responsibility and her/his responsibility for participating in professional discussions. Through practice, the students will learn how quality and competence within ECEC is developed.

The course is organized in the following topics:

  • Management of Action Research, with a focus on competence building and development
  • Early Childhood Education and Care´s commission from society and central values of ECEC, in Norway and internationally
  • Digital and other pedagogical resources in Early Childhood Education and Care

Teaching and learning methods

Part 1: Study and teaching methods in this course will be lectures, seminars, group work, video recordings, counselling, practice observations and self-tuition

Part 2: Teaching and study methods in this course will be campus/online lectures, campus or online conferences and counselling, practice and self-tuition.

This part includes 10 days of practice with 100 % attendance. There are separate assessment criteria for practice, taken from the learning outcome descriptors. If the student fails practice, he/she will be allowed one more opportunity, to be arranged with NLA´s administration.

Scope

Expected amount of workload for the students: Approximately 800-900 working hours for both part 1 and 2. This includes self-study.

Coursework requirements

The following requirements must be approved before the final assessment:

  • Mandatory attendance in all lessons, instructions and counselling

Part 1:

  • Participation in a Microteaching-course
  • Two days of observation in Norwegian ECEC
  • 1 written portfolio , related to observations in Norwegian ECEC

Part 2:

  • Three written portfolios related to different learning outcomes. The student will be offered counselling to improve portfolios towards the final assessment.

Grading, coursework requirements

Approved / not approved

Final assessment

The Final assessment consists of two main components:

Part 1:

  • Oral examination:

The student prepares for an assigned professional topic, which is to be presented as an individual oral presentation of 10 minutes, followed by a conversation with the examiners. The student is allowed two days for preparations.

Part 2:

  • Portfolio assessment: One of the three required portfolios will be selected by the Study Administration. This portfolio will serve as basis for the final assessment.

 

  • A practice period of 10 days. Assessment criteria are closely related to the learning outcome descriptors for this course.

Permitted aids under examination

During the oral examination, lecture notes are permitted.

Support materials are permitted for the portfolio.

Grading, examination

A combined individual grade is given for the final exams.

The grading is A - F onn the final exam.

Practice is graded as passed or failed.

Assessment language

English.

Norwegian and Scandinavian languages by application.

Progression requirements

Part 1 is mandatory for participation on part 2.

Practice

Part 1: Two days of observation in Norwegian ECEC

Part 2: The practice period is mandatory, consists of 10 days of work in Early Childhood Education and Care for ECTE students. For students from Intercultural studies it can be in Early Childhood Education and Care or in related public institutions/ private organizations.

Practice relates closely to learning outcome descriptors for this course.

International students who are taking part 2 as an online course, must make an agreement of practice with a local institution of ECTC. This can be done in collaboration with their coadjutant university in their home country.

The practice period will be guided and counselled by a teaching supervisor, online from NLA for international web-students or on campus for campus-students. Assessment must be given by an authorized teaching practice supervisor, authorized by NLA University College or coadjutant university abroad.

Course evaluation

The students will be given the opportunity to evaluate the course through oral evaluations and through standardized, anonymous web-based evaluations.

Available for Course Students

Nei.

Syllabus

Course Literature - English

Pedagogical Leadership 30cp

Spring 2018

 

Titles marked * are articles in the course compendium
Titles marked # are in books that have more titles on the list

Titles marked ^ can be downloaded online from the library website.

Unmarked titles are books that may be obtained through loans, purchases or libraries. If page numbers are not stated, the entire book is syllabus.

 

Compulsory Reading (approx. 2000 pages):

 

PEDAGOGY (20cp, 1350 pages)

Hargreaves, A., & Fullan, M. (2012). Professional capital: transforming teaching in every school. New York; London: Teachers College Press. (220p.)

 

Hygum, E. & Pedersen,P.M. (2014). Early Childhood Education, Values and Practices in Denmark. Denmark: Systime AS, (150 p.)

* Hedegaard, M. (2009). Children`s development from a Cultural-Historical Approach: Children`s Activity in Everyday Local settings as a Foundation for their development. Mind, Culture and Activity, 16(1), 64-81.   DOI: 10,1080/10749030802477374 http://www.tandfonline.com/doi/abs/10.1080/10749030802477374 (18p.)

* Hopmann, S. (2015). `Didaktik meets Curriculum– revisited: historical encounters, systematic experience, empirical limits, Nordic Journal of Studies in Educational Policy,:1, 14-21. DOI:10.3402/nstep.v.27007. http://www.tandfonline.com/doi/full/10.3402/nstep.v1.27007 (8p.)

Hujala, E., Waniganayake, M. & Rodd, J. (2013). Researching Leadership in Early childhood Education. Tampere: Tampere University Press. (273p.)

 

^ Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press. Ch.5 and 6. http://site.ebrary.com/lib/hogskbergen/detail.action?docID=10084747 (86 p.)

* Stetsenko, A., & Ho, P.-C. (2015). The serious joy and the joyful work of play: Children becoming agentive actors in co-authoring themselves and their world through play. International Journal of Early Childhood, 47 (2), 221-234. (14 p.)

 

* Säljö, R. (2010). Digital tools and challenges to institutional traditions of learning: technologies, social memory and the performative nature of learning. Journal of computer assisted learning , 26(1), 53-64. (12 p.)

 

* Vygotsky, L. S. (1967). Play and its role in the mental development of the child. Soviet psychology, 5(3), 6-18. (13 p.)

 

* Vygotsky, L. S. (1978). Interaction between learning and development. I L. S. Vygotsky, Mind in society. The development of higher psychological processes. Edited by M. Cole, V. John-Steiner, S. Scribner, E. Soubermann, (pp. 79-91). Cambridge, MA: Harvard University Press. (13 p.)

 

Einarsdottir, J. & Wagner, J.T. (2006). Nordic Childhoods and Early Education. Philosophy, Research, Policy and Practice in Denmark, Finland, Iceland, Norway and Sweden. Greenwich: Information Age Publishing. (300 p.)

* Ødegaard, E. E. (2016). –Glocality– in play: Efforts and dilemmas in changing the model of the teacher for the Norwegian national framework for kindergartens. Policy Futures of Education. Vol. 14 (1) p. 42-59. (18 p.)

 

* Steinnes, G.S., & Haug, P. (2013). Consequences of staff composition in norwegian kindergarten. Nordic Early Childhood Education Research Journal, 6(13), 1-13. (12 p.) 

 

* Nicol, D. J. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice.  Studies in Higher Education, 31 (2), 199–218. (19 p.)

 

 

DRAMA (7cp, 450 pages)

 

*Andersen, C. (2004). Learning in "As-If" Worlds: Cognition in Drama in Education. Theory Into Practice, 43(4), 281-286. (5p.)

 

* Bundy, P. (2003). Aesthetic Engagement in the Drama Process. Research in Drama Education: The Journal of Applied Theatre and Performance, 8(2), 171-181. (10 p.)

 

Johnstone, K. (2007). Impro: improvisation and the theatre ([New ed.]. ed.). London: Methuen. (p.33-108) (75 p.)

 

* Katafiasz, K. (2013). Dramatic leadership: Dorothy Heathcote's autopoietic, or embodied leadership model. In L. R. Melina (Ed.), The embodiment of leadership (pp. 23-42). San Francisco: Jossey-Bass. (20p.)

 

Koppett, K. (2002). Traning using drama: successful development techniques from theatre & improvisation. London: Kogan Page. (p.9-19, 27-31, 34-39, 42-50, 62-76, 79-87, 100-113) (62 p.)

 

* O'Neill, C. (Ed.) (2015). Dorothy Heathcote on Education and Drama: Essential writings. London; New York: Routledge. (p.70-87). (18 p.)

 

* O'Toole, J., & Dunn, J. (2002). Pretending to learn: helping children learn through drama. Frenchs Forest, N.S.W: Longman. (p. 10-33, 40-53) (26p.)

 

* Sawyer, R. K. (1997). An Improvisational Theory of Children's Play. In R. K. Sawyer (Ed.), Pretend play as improvisation: conversation in the preschool classroom (pp. 29-52). New York: Psychology Press. (23 p.)

 

* Sinclair, C. (2009). Teaching for the aesthetic, teaching as aesthetic. In C. Sinclair, N. Jeanneret, & J. O'Toole (Eds.), Education in the Arts. Teaching and Learning in the Contemporary Curriculum (pp. 41-53). Melbourne: Oxford University Press. (12p.)

 

Taylor, P., Warner, C. D., & O'Neill, C. (2006). Structure and spontaneity: the process drama of Cecily O'Neill. Stoke on Trent: Trentham Books. (167p.)

 

* Taylor, S. S., & Ladkin, D. (2009). Understanding Arts-Based Methods in Managerial Development. Academy of Management Learning & Education, 8(1), 55-69. (15 p.)

 

 

Drama/Pedagogy

 

*Diana, T. J., Jr. (2013). Microteaching Revisited: Using Technology to Enhance the Professional Development of Pre-Service Teachers. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 86(4), 150-154. doi:10.1080/00098655.2013.790307 (5p.)

 

* Amobi, F. A. (2005). Preservice Teachers' Reflectivity on the Sequence and Consequences of Teaching Actions in a Microteaching Experience. Teacher Education Quarterly, 32(1), 115-130. (16 p.)

 

* Tripp, T. R., & Rich, P. J. (2012). The Influence of Video Analysis on the Process of Teacher Change. Teaching and Teacher Education: An International Journal of Research and Studies, 28(5), 728-739. doi:10.1016/j.tate.2012.01.011 (12 p.)

 

 

 

SOCIAL SCIENCE (3cp, 200 pages)

*Brodin, J., Hollerer, L., Renblad, K. & Stancheva-Popkostadinova, V. (2015). Preschool teachers' understanding of quality in preschool: a comparative study in three European countries. In Early Child Development and Care 185(6), 968-981. (14 s)

 

*Einarsdottir, J., Purola, A.-M., Johansson, E.M., Broström, S. and Emilson, A. (2015). Democracy, caring and competence: values perspectives in ECEC curricula in the Nordic countries. In International Journal of Early Years Education, Vol. 23, No. 1, 97–114, http://dx.doi.org/10.1080/09669760.2014.970521. (18 s)

 

*Løfgren, H. (2015). Teachers– Work with Documentation in Preschool: Shaping a Profession in the Performing of Professional Identities. In Scandinavian Journal of Educational Research, Vol. 59, No. 6, 638–655, http://dx.doi.org/10.1080/00313831.2014.965791 (18 s)

 

*Løvgren, M. & Gulbrandsen, L. (2012). How early and how long? I Nordisk Barnehageforskning 5(7), 1-9. (9 s)

 

Qvortrup, J. og Kjørholt, A.T. (red.) The Modern Child and the Flexible Labour Market: Early Childhood Education and Care. Basingstoke: Palgrave MacMillan.

  •  
    • Chapter 1: Korsvold, T. (2012). Dilemmas over Childcare in Norway, Sweden and West Germany after 1945, s. 19-37. (18 s)
    • Chapter 2: James, A. (2012). `Child-Centredness– and `the Child–: The Cultural Politics of Nursery Schooling in England. (111-127). (16 s)
    • Chapter 7: Moss, P. (2012). Governed Markets and Democratic Experimentalism: Two Possibilities for Early Childhood Education and Care, s. 128-149. (22 s)
    • Chapter 9: Kjørholt, A.T. & Seland, M. (2012). Kindergarten as a Bazaar. Freedom of Choice and New Forms of Regulation. 168-185. (18 s)
    • Chapter 10: Halldén, G. (2012). Children–s Sense of Place: Aspects of Individualization, Flexibility and Free Choice within the Preschool Context. 186-202. (16 s)
    • Chapter 11: Nilsen, R.D. (2012). Flexible Spaces – Flexible Subjects in `Nature–: Transcending the `Fenced– Childhood in Daycare Centres? 203-221. (19 s)
    • Chapter 12: Strandell, H. (2012). Policies of Early Childhood Education and Care. Partnership and Individualization. 222-240. (18 s)
    • Chapter 13: Qvortrup, J. (2012). Users and interested parties: A Concluding Essay on Children–s Institutionalization. 243-261. (18 s).
    • Chapter 14: Kjørholt, A.T. & Qvortrup, J. (2012). Childhood and Social Investments. Concluding Thoughts. 262-274. (13 s)

 

Framework Plans, reports and government guidelines for ECE will be used I the lessons:

https://www.regjeringen.no/no/dokument/meldst/id1754/?isfilteropen=True&ownerid=586&term=barnehage

 

Litteraturliste – Norsk og Engelsk

Pedagogical Leadership 30cp

Spring 2018

 

Titler merket * er artikler som finnes i kompendium

Titler merket # er i bøker som har flere titler på pensumlisten.

Titler uten merke er bøker som må skaffes gjennom lån, innkjøp eller bibliotek. Hvis sidetall ikke står oppgitt, er hele boka pensum.

 

Kjernepensum (ca 2000 sider):

 

Pedagogikk (20sp, 1350 sider) PEDAGOGY (20cp, 1350 pages)

 

Bøe, M. & Thoresen, M. (2012). Å skape og studere endring. Oslo: Universitetsforlaget. (Del 1 og del 3) (51 s.)

 

Eik, L. T., Steinnes, G. S., & Ødegård, E. (2016). Barnehagelæreres profesjonslæring: i barnehagens mulighetsrom. Bergen: Fagbokforlaget. (182 s.)

Einarsdottir, J. & Wagner, J.T. (2006). Nordic Childhoods and Early Education. Philosophy, Research, Policy and Practice in Denmark, Finland, Iceland, Norway and Sweden. Greenwich: Information Age Publishing. (300 p.)

 

Frers, L., Hognestad, K., & Bøe, M. (2017). Metode mellom forskning og læring : refleksjon i praksis. Oslo: Cappelen Damm akademisk/NOASP. (183 s.)

 

*Germeten, S & Nilsen, H. K. (2012). Flerkulturelle barnehager i nord: Ledelse og profesjonskunnskap. I B. Aamotsbakken (red.), Ledelse og profesjonsutøvelse i barnehage og skole. Oslo: Universitetsforlaget. (s. 69-89) (20 s.)

 

Hargreaves, A., & Fullan, M. (2012). Professional capital: transforming teaching in every

school. New York; London: Teachers College Press. (220p.)

 

Hygum, E. & Pedersen,P.M. (2014). Early Childhood Education, Values and Practices in

Denmark. Denmark: Systime AS, (150 p.)

 

* Hedegaard, M. (2009). Children`s development from a Cultural-Historical Approach: Children`s Activity in Everyday Local settings as a Foundation for their development. Mind, Culture and Activity, 16(1), 64-81.   DOI: 10,1080/10749030802477374 http://www.tandfonline.com/doi/abs/10.1080/10749030802477374 (18p.)

 

* Hopmann, S. (2015). `Didaktik meets Curriculum– revisited: historical encounters, systematic experience, empirical limits, Nordic Journal of Studies in Educational Policy,:1, 14-21. DOI:10.3402/nstep.v.27007. http://www.tandfonline.com/doi/full/10.3402/nstep.v1.27007 (8p.)

Hujala, E., Waniganayake, M. & Rodd, J. (2013). Researching Leadership in Early childhood Education. Tampere: Tampere University Press. (273p.)

 

Kvistad, K. & Søbstad, F. (2005). Kvalitetsarbeid i barnehagen. Oslo: Cappelen Akademisk Forlag. (Kap. 4, 6, 7, 9 og 10.)(108 s.) UT?

 

*Lafton, T. (2011). Å bryte opp egen praksis. Kritisk refleksjon som utgangspunkt for nye handlinger. I A.M. Otterstad & J. Rhedding- Jones. Barnehagepedagogiske diskurser. Oslo: Universitetsforlaget.(12 s.)

Lotsberg, D. Ø. & Børhaug, K. (2016). Barnehageleiing i praksis. Oslo: Det Norske Samlaget. (260s.)

* Nicol, D. J. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice.  Studies in Higher Education, 31 (2), 199–218. (19 p.)

 

Reinertsen, A. B., & Flatås, B. (2017). Ledelse og poesi i barnehagen: affektive perspektiver i pedagogiske praksiser. Bergen: Fagbokforlaget. (245 s.)

 

^Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press. Ch.5 and 6. http://site.ebrary.com/lib/hogskbergen/detail.action?docID=10084747 (86 p.)

Skau, G. M. (2017). Gode fagfolk vokser. Oslo: Cappelen Akademiske forlag. (Kap. 1-5. 5. utg.) (112 s.)

 

*Steinnes, G.S., & Haug, P. (2013). Consequences of staff composition in norwegian kindergarten. Nordic Early Childhood Education Research Journal, 6(13), 1-13. (12 p.) 

* Stetsenko, A., & Ho, P.-C. (2015). The serious joy and the joyful work of play: Children becoming agentive actors in co-authoring themselves and their world through play. International Journal of Early Childhood, 47 (2), 221-234. (14 p.)

 

* Säljö, R. (2010). Digital tools and challenges to institutional traditions of learning: technologies, social memory and the performative nature of learning. Journal of computer assisted learning , 26(1), 53-64. (12 p.)

 

*Solli, A. m.fl. (red.) (2014). Den skrivende barnehagelærer. Bergen: Fagbokforlaget. (Kap. 6 og 8)

(34 s.).

 

^Sommersel, H.B., Vestergaard, S. & Larsen, M. S. (2013). Kvalitet i barnehager I skandinavisk

forskning 2006-2011. En systematisk forskningskartlegging. Danish Clearinghouse for

Educational Research (http://www.udir.no/globalassets/filer/tall-og-

forskning/rapporter/2013/kunnskap-om-kvalitet-i-barnehager-2.pdf)

 

* Vygotsky, L. S. (1967). Play and its role in the mental development of the child.

Soviet psychology, 5(3), 6-18. (13 p.)

 

* Vygotsky, L. S. (1978). Interaction between learning and development. I L. S.

Vygotsky, Mind in society. The development of higher psychological processes.

Edited by M. Cole, V. John-Steiner, S. Scribner, E. Soubermann, (pp. 79-91).

Cambridge, MA: Harvard University Press. (13 p.)

 

*Wadel, C. (2008). En lærende organisasjon. Et mellommenneskelig perspektiv. Oslo. Høgskoleforlaget. (Kap 1 og 2) (20 s.)

 

* Ødegaard, E. E. (2016). –Glocality– in play: Efforts and dilemmas in changing the model of

the teacher for the Norwegian national framework for kindergartens. Policy Futures

of Education. Vol. 14 (1) p. 42-59. (18 p.)

 

Ødegård, E., Nordahl, J., & Røys, H. (2017). Alle skal med! :veiledning i den lærende barnehage. Oslo: Cappelen Damm akademisk. (165 s.)

 

*Østrem, S. (2011). Hvilke mål styres barnehagen mot? Og Med sans for det sentrale i pedagogisk arbeid. I Vibeke Glaser, Barnehagens grunnsteiner. Oslo: Universitetsforlaget. (Kap. 22.) (19 s.)

 

Drama (7sp, 450 sider)

* Bundy, P. (2003). Aesthetic Engagement in the Drama Process. Research in Drama Education: The Journal of Applied Theatre and Performance, 8(2), 171-181. (10 p.)

*Dehlin, S. (2006). Teori i kjøt og blod: God leiing er improvisasjon. I Steinsholt, K og Sommero, H. (red.) Improvisasjon. Kunsten å sette seg selv på spill. Oslo: Damm forlag (17 s.)

*Holmgren-Lind, L. (2011). Dramapedagogen i förskolan. I Österlind, E.: Drama – ledarskap som spelar roll. Lund (S): Studentlitteratur. (15 s.)

*Irgens E.J. (2006). Nødvendig eller uansvarlig? I Steinsholt, K og Sommero, H. (red.) Improvisasjon. Kunsten å sette seg selv på spill. Damm forlag (22 s.)

Johnston, K. (2005). Improvisation og teater. Kjøbenhavn: Hans Reitzels Forlag. Kap. 2 «Status» og kap. 3 «Spontanitet». (77 s.)

* Katafiasz, K. (2013). Dramatic leadership: Dorothy Heathcote's autopoietic, or embodied leadership model. In L. R. Melina (Ed.), The embodiment of leadership (pp. 23-42). San Francisco: Jossey-Bass. (20p.)

*Meyer, G.S. (2011). Betydningen av den kreative kaoskraften. I Første steg 4/2011 (2 s.)

Schei, T.B. & Duus, A.L. (2016). Modig som Mitwa. Kunstnerisk utfoldelse med barnehagebarn. Bergen: Fagbokforlaget Kap. 2 – 6 (117s.)

*Schøien, K.S. (2013). Det muntliges kunst. I Østern, A-L, , Stavik-Karlsen, G og Angelo, E. (red) (2013) Kunstpedagogikk og kunnskapsutvikling. Oslo: Universitetsforlaget (12s)

* Sinclair, C. (2009). Teaching for the aesthetic, teaching as aesthetic. In C. Sinclair, N. Jeanneret, & J. O'Toole (Eds.), Education in the Arts. Teaching and Learning in the Contemporary Curriculum (pp. 41-53). Melbourne: Oxford University Press. (12p.)

*Sæbø. A:B: (2011) Ledarrollen i prosessdrama. I Österlind,E. (red.) (2011) Drama – ledarskap som spelar roll. Lund (S): Studentlitteratur. (16s)

#Sæbø. A.B. (2012). Drama og ledelse av undervisnings- og læringsprosesser. I B. Aamotsbakken (red.). Ledelse og profesjonsutøvelse i barnehage og skole. Oslo: Universitetsforlaget (14 s.)

*Østern, T.P. og Engelsrud, G. (2014). Læreren-som-kropp. I Østern, A.-L.(red.) Dramaturgi i didaktisk kontekst. Bergen: Fagbokforlaget. (17s)

 

Drama/pedagogikk:

* Amobi, F. A. (2005). Preservice Teachers' Reflectivity on the Sequence and Consequences of Teaching Actions in a Microteaching Experience. Teacher Education Quarterly, 32(1), 115-130. (16 p.)

*Diana, T. J., Jr. (2013). Microteaching Revisited: Using Technology to Enhance the Professional Development of Pre-Service Teachers. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 86(4), 150-154. doi:10.1080/00098655.2013.790307 (5p.)

 

Johansen, S. L. (2014). Børns liv og leg med medier. Kjøbenhavn: Dafolo.  (116s)

 

Meyer, G.S. og Reigstad, I. (2014). Microteaching- pedagogisk ledelse og kroppslig erfaring. I Margareth Eilifsen (red.). På kryss og tvers. Muligheter ved flerfaglig arbeid i barnehagen. Oslo: Universitetsforlaget. Kap.9 (19 s.)

 

* Tripp, T. R., & Rich, P. J. (2012). The Influence of Video Analysis on the Process of Teacher Change. Teaching and Teacher Education: An International Journal of Research and Studies, 28(5), 728-739. doi:10.1016/j.tate.2012.01.011 (12 p.)

 

 

Samfunnsfag (3sp, 200 sider)

*Brodin, J., Hollerer, L., Renblad, K. & Stancheva-Popkostadinova, V. (2015). Preschool teachers' understanding of quality in preschool: a comparative study in three European countries. In Early Child Development and Care 185(6), 968-981. (14 s)

*Einarsdottir, J., Purola, A.-M., Johansson, E.M., Broström, S. and Emilson, A. (2015). Democracy, caring and competence: values perspectives in ECEC curricula in the Nordic countries. In International Journal of Early Years Education, Vol. 23, No. 1, 97–114, http://dx.doi.org/10.1080/09669760.2014.970521. (18 s)

 

*Kolsrud, H.H. (2017). Barnehagelæreren som deltaker i politikkutviklingen. I Blaafalk, H., Solheim, M., Aaserud, G. (red.) Barnehagelæreren som politisk aktør. Bergen: Fagbokforlaget, s. 49-65. (17 s)

*Moen, K.H. & Granrusten, P.T. (2014). –Eksterne forventninger til barnehagen som læringsarena for barn – konsekvenser for ledelse–. I: Mørreaunet, S. m.fl. (red.): Ledelse av en lærende barnehage. Bergen: Fagbokforlaget. (20 s)

*Larsen, A.K. og Slåtten, M.V. (2014). Nye tider nye barnehageorganisasjoner. Bergen: Fagbokforlaget, kap 2 (19-36 = 18), kap 3 (37-56 = 20), kap 7 (117-138 = 20), kap 9 (155-175 = 21), kap 12 (221-240 = 20), kap 13 (241-255 = 15)

*Løfgren, H. (2015). Teachers– Work with Documentation in Preschool: Shaping a Profession in the Performing of Professional Identities. In Scandinavian Journal of Educational Research, Vol. 59, No. 6, 638–655, http://dx.doi.org/10.1080/00313831.2014.965791 (18 s)

 

Referanselitteratur:

Kunnskapsdepartementet. (2017). Rammeplan for barnehagen. Oslo: Utdanningsdirektoratet.

Kunnskapsdepartementet. (2005). Lov om barnehager. Oslo: Kunnskapsdepartementet.

Versjonen på lovdata sist endret, LOV-2017-06-21-98 https://lovdata.no/dokument/NL/lov/2005-06-17-64

 

Aktuelle Stortingsmeldinger vil også danne grunnlag for undervisningen. Se på https://www.regjeringen.no/no/dokument/meldst/id1754/?isfilteropen=True&ownerid=586&term=barnehage