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Untapped Potential for Professional Learning and Development: Kindergarten as a Learning Organization
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Wadel, Carl Cato; Knaben, Åse Dagmar – International Journal of Early Childhood, 2022
The importance of professional learning and development for quality in kindergartens has been established in international research. The fact that the kindergarten is a learning organization can be crucial in achieving necessary professional learning. The aim of this study was to investigate what characterizes Norwegian kindergartens as learning…
Descriptors: Foreign Countries, Kindergarten, Administrators, Administrator Attitudes
Reform Planning Strategies: A Micro-Policy Case of Norwegian School Principals
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Ann Elisabeth Gunnulfsen; Jeffrey Brooks Hall – Scandinavian Journal of Educational Research, 2024
This paper investigates how Norwegian school principals prepared to carry out the LK20 reform process. The importance of school principals and middle-level leaders as enactors of change efforts results from their close ties to teachers and teacher classroom practices. This suggests that without negotiation and support from micro-policy actors,…
Descriptors: Educational Change, Strategic Planning, Principals, Administrator Attitudes
'We Are Equal, but I Am the Leader': Leadership Enactment in Early Childhood Education in Norway
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Hilde Hjertager Lund – International Journal of Leadership in Education, 2024
The research on Early Childhood Education and Care leadership has mainly focused on the kindergarten manager's perspectives. However, to fully understand leadership in ECEC settings, the middle-management level of pedagogical leaders must be included. The distributed framework is applied to investigate how the pedagogical leaders at the…
Descriptors: Early Childhood Education, Foreign Countries, Child Care, Kindergarten
Observation as a Professional Tool in Norwegian Kindergartens and Kindergarten Teacher Education
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Birkeland, Johanna; Baste, Valborg; Eriksen Ødegaard, Elin – Cogent Education, 2020
Observation is one of the central elements of kindergarten teachers' education and the profession. Through a survey in Norway, in which 1311 in-service teachers, kindergarten managers, and pedagogy teachers participated (response rate 39.9%), this study examines how the use of and rationale for observation in kindergarten practice and kindergarten…
Descriptors: Foreign Countries, Observation, Kindergarten, Preschool Teachers
Stakeholders' Opinions of Quality in Norwegian Kindergartens
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Wolf, Kristin Danielsen – Early Years: An International Journal of Research and Development, 2021
The theme for this article is parents' and centre leaders' opinions regarding what makes a good kindergarten. Both stakeholder groups agree on statements expressing child-centred values as indicators of a good kindergarten. However, their opinions differ regarding children's learning and work with letters and numbers; more parents than centre…
Descriptors: Foreign Countries, Kindergarten, Parent Attitudes, Administrator Attitudes
Building a Sustainable Future through International ECE Partnership Programmes
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Birkeland, Åsta; Li, Minyi – ECNU Review of Education, 2019
Purpose: Taking a particular example of an international partnership programme, this article aims to discuss kindergartens' participation in international partnership programmes as compelling vehicles for promoting "early childhood education for sustainability" (ECEfS). The partnership programme included Western Norway University of…
Descriptors: Sustainable Development, Futures (of Society), Partnerships in Education, Kindergarten