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Frå program til lokale praksisar – iverksetjingsarbeid i barnehagar
... Samtidig finner vi lite forskning som pro blematiserer og behandler kompetansebegrepet, hvordan den kartlegges og hvordan slike kompetansekartlegginger har effekter for videre arbeid med kompetanseheving. Flere (Bjørnsrud & Gjems, 2019;Fimreite & Fossøy, 2018;Folkvord & Midthassel, 2021) har undersøkt kompetanseutviklingsprosesser og kollegial laering og ledelse av disse i utdan ningssektoren i nordisk sammenheng, men vi finner lite tilsvarende forskning om hvordan prosessene ledes i barnehagen (Sataøen & Økland, 2022). Vi vet også lite om ledelse av slike prosesser og betydning av ledelse i slike prosesser i skjaeringsfeltet mellom ulike aktører i tverrfaglig og tverretatlig samarbeid. ...
Artikkelen setter søkelys på betydningen av ledelsesprosesser som skjer i forbindelse med implementering av statlige kompetansehevingsprosesser i norske barnehager. Inkludering av alle barn og tidlig innsats vektlegges som viktig for å fremme demokrati og likestilling (Meld. St. 6 (2019–2020)). «Kompetanseløftet for spesialpedagogikk og inkluderende praksis» er en slik planlagt prosess, og innebærer et systemrettet samarbeid mellom barnehager og blant annet pedagogisk psykologisk tjeneste (PPT) gjennom kompetanseutvikling innenfor det spesialpedagogiske feltet. Ledere i barnehagene får en viktig nøkkelrolle i denne prosessen, i utrullingen av den og i gjennomføringen av det tverrfaglige og tverretatlige samarbeidet som rettes mot det enkelte barnet og barnets familie. Våre funn viser at styrerne har tillit til de statlig styrte prosessene og til aktørene som er involvert Kompetanseløftet. I den sammenhengen ser vi lite refleksjon over omfang, innhold og mål i det arbeidet som er satt i gang. Dette kan være uttrykk for leders tillit til retningslinjer og politisk-administrativ styring, men kan også forstås som en ukritisk tilnærming til politisk-administrativ styring som aktualiserer en diskusjon om leder som organisasjonens portvokter. Vi ser altså en ambivalens i materialet som er interessant å diskutere i lys av teori om strategisk og utadrettet ledelse. Funnene er basert på kvalitative intervjuer. ENGLISH ABSTRACT Kindergarten-leaders’ understanding of their role in the implementation of a state-initiated process The article highlights the importance of management processes that take place in connection with the implementation of state-planned competence-raising processes in Norwegian kindergartens. The article discusses how a selection of kindergarten leaders experience the process associated with the implementation of the Competence Boost at an early stage and how trust and competence affect the handling of the process. The findings show that the leaders have confidence in the state-controlled processes, but we see little reflection on the scope, content and goals of the work that has been initiated. This may be understood as an uncritical approach to political-administrative management that actualizes a discussion about the leader as the organization’s gatekeeper.
... Det innebaerer å gi støtte til laeringsaktiviteter, bygge praksisfellesskap og støtte faglig utvikling. Dette er i utgangspunktet to ledelsesfunksjoner som skal utfylle hverandre, men opplevelsen av ressursmangel kan føre til at disse oppleves som motsetningsfylte, som dokumentert i flere studier (se Hognestad & Bøe, 2021;Sataøen & Økland, 2022;Skogen et al., 2021). I tillegg til de ovennevnte funksjonene opplever barnehageledere økte krav og forventninger knyttet til utadrettet ledelse (Gotvassli, 2019;Iversen et al., 2021). ...
The study examines in which way border crossing between work and education contributes to qualification, socialization, and subjectification for leaders in early childhood education. The theoretical framework used in this article is Biesta’s (2014) understanding of qualification, socialization, and subjectivation as education’s three main domains. The study is based on qualitative data and presents an analysis of exam papers from two cohorts at UiT The Arctic University of Norway (n = 38). The results showed that the participants became more than professionally qualified, they were socialized into a role as a leader during the program. The participants developed subjectification in the form of autonomy as leaders in relation to the other employees and they felt more equipped to handle tensions, challenges and tasks associated with their position. The study shows the importance of education promoting socialization and subjectification through the combination of lectures, the crossing between contexts, discussions among peers, as well as workplace-based implementation of intermediate work.
This paper investigates early childhood education and care (ECEC) institutions’ opportunities to build a learning organization and master future innovations by focusing on core components, implementation drivers, leadership, and collective collaborative systems.
The paper is based on results from semi-structured interviews with ten ECEC leaders from three different municipalities in Norway that had taken part in the Being Together (BT) innovation five years earlier.
Three areas were identified as crucial for the continuation of ECEC teachers’ capacity building: (1) a strong focus on implementation processes and sustainability; (2) transformational leadership; and (3) developing professional learning communities. Potential challenges to building capacity in ECEC institutions include the variety of educational backgrounds among ECEC staff members in Norway and too little time to create professional learning communities.
The aim of this article is to gain knowledge about how peer counselling eventually contributes to the development of learning kindergartens. The empirical material is based on video recordings from peer counselling sessions, reflections in retrospect and the participants experiences expressed in focus group interviews. As expected, the kindergartens have to deal with challenges when introducing peer counselling. The results also indicate change in the way the participants perform meetings, that is the way they communicate and deal with professional challenges. The process gradually became more theory informed. We also identified a transition of knowledge from being exclusively structural to acknowledging it as processual.
Based on a literature review, this paper investigates the potential of translation theory to energize the study of knowledge transfer between source and recipient organizational units. The central assumption is that translation theory is not only useful for analyzing knowledge-transfer processes, but also has the potential to guide deliberate interventions in such processes. Based on this premise, and drawing on insights from the neighboring academic discipline of translation studies, the author outlines the elements of an instrumental translation theory, with the aim of developing knowledge about how to conduct translations of practices and ideas to achieve various organizational ends in knowledge transfers. The instrumental theory is founded on two main arguments. The first is that knowledge transfers between organizations are rule-based translation processes. The second is that the way in which translators use various translation rules and perform translations may be decisive for outcomes of knowledge-transfer processes. This study develops a typology of three translation modes (the reproducing, the modifying and the radical mode) and four appurtenant translation rules (copying, addition, omission and alteration), and discusses which translation rules fit which conditions. The author identifies three critical conditional variables in knowledge transfers – the translatability of the source practice, the transformability of the transferred knowledge, and the similarity between source and recipient units – and discusses the appropriateness of each translation rule in relation to these variables.
The main question in this study is related to how the composition and formal competence of staff can affect the division of labor in Norwegian kindergarten. The article discusses the distribution of activities between kindergarten teachers and assistants, and what characterizes the two groups’ responsibilities at work. The study is based on a survey representing kindergartens from all over Norway, and is part of a national research project[1]. Division of labor is weak. The findings are discussed using a frame factor theoretical approach (Dahllöf 1967, Lundgren 1981). It is argued that several factors affect how staff utilize the scope of action in kindergarten.
[1] The ”MAFAL”-project. “Mastering the role as kindergarten teacher in a field dominated by laymen.” Cooperation between researchers at Volda University College and Oslo and Akershus University College. Supported by the Norwegian Council of Research
The failure of better science to readily produce better services has led to increasing interest in the science and practice of implementation. The results of recent reviews of implementation literature and best practices are summarized in this article. Two frameworks related to implementation stages and core implementation components are described and presented as critical links in the science to service chain. It is posited that careful attention to these frameworks can more rapidly advance research and practice in this complex and fascinating area.
Large contemporary organizations seem to be in an almost continual state of change. Whether in public or private organizations, managers are trying to implement new organizational forms, introduce new procedures or systems, or change the attitudes of employees. Such reforms often yield disappointing results, and so new reforms are deemed necessary. This book considers why reform takes place. It looks at why reforms occur when they do, what their consequences are, and the role of social intuitions, public discourse, reform models, fashions, and hope. The text draws on both European and American traditions to develop a distinctive voice and stance.
Implementation science is the science of the effectiveness of research for real-world practitioners. This book is an indispensable, highly innovative and evidence-based resource aimed at utilizing research in psychology to improve all aspects of education, from individual teaching programs to organizational development. It addresses the widespread confusion and disappointment about the lack of effectiveness of real-world psychology and provides twenty-seven chapters offering proven policies, strategies and approaches for designing, supporting and improving interventions in schools. Collectively, the chapters go beyond the realm of psychology and education, tackling concerns about how to promote positive change in any context, covering topics from epistemology through statistics to examples of implementation approaches, frameworks and protocols. This book creates an immensely relevant body of information and evidence for any practitioner or organization facing the challenges of change. Essential reading for practitioners, policy makers, stakeholders and funders in psychology, education and beyond.
Aims:
To present background, principles, and procedures for a strategy for qualitative analysis called systematic text condensation and discuss this approach compared with related strategies.
Methods:
Giorgi's psychological phenomenological analysis is the point of departure and inspiration for systematic text condensation. The basic elements of Giorgi's method and the elaboration of these in systematic text condensation are presented, followed by a detailed description of procedures for analysis according to systematic text condensation. Finally, similarities and differences compared with other frequently applied methods for qualitative analysis are identified, as the foundation of a discussion of strengths and limitations of systematic text condensation.
Results:
Systematic text condensation is a descriptive and explorative method for thematic cross-case analysis of different types of qualitative data, such as interview studies, observational studies, and analysis of written texts. The method represents a pragmatic approach, although inspired by phenomenological ideas, and various theoretical frameworks can be applied. The procedure consists of the following steps: 1) total impression - from chaos to themes; 2) identifying and sorting meaning units - from themes to codes; 3) condensation - from code to meaning; 4) synthesizing - from condensation to descriptions and concepts. Similarities and differences comparing systematic text condensation with other frequently applied qualitative methods regarding thematic analysis, theoretical methodological framework, analysis procedures, and taxonomy are discussed.
Conclusions:
Systematic text condensation is a strategy for analysis developed from traditions shared by most of the methods for analysis of qualitative data. The method offers the novice researcher a process of intersubjectivity, reflexivity, and feasibility, while maintaining a responsible level of methodological rigour.
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