Research and development
FORMER GIPS APPLICATIONS
NPHE-2023-10107 – Nordplus Higher Education Application 2023
NPHE-2022-10114 Nordplus Higher Education 2022 Project document
NPHE-2021-10004 Nordplus Higher Education Application 2021
NPHE-2019-10212 Nordplus Higher Education Application 2019
Publications
Conolly, J., Abraham, G. Y., Bergersen, A., Bratland, K., Jæger, K. & Lassen, I. (2025). Beyond exceptionalism: Decolonising the Nordic educational mindset. Nordic Journal of Comparative and International Education, 9/1. https://doi.org/10.7577/njcie.5989
Massao, P.B. & Bergesen, A. (2024). (De)Coloniality in Teacher Education: Reflections on Student Teachers’ Mobility from the Global North to the Global South. Nordisk tidsskrift for pedagogikk og kritikk, 10/ 3, 144–157.
Reljanovic Glimäng, M. & Magadán, C. (2023). Saying and doing: a multiliteracies analysis of preservice teachers’ virtual exchange at the onset of COVID-19, Language and Intercultural Communication, DOI: 10.1080/14708477.2023.2199710
Slapac, A., Collett, K., Wessels, F. J., Gamiet, G., & Knudsmoen, H. (2023). Social Justice Pedagogy and Collaborative Online International Learning (COIL): Across Three Partner Higher Education Institutions. Escudeiro, Paula; Escudeiro, Nuno; Bernardes, Oscar (red.). Handbook of Research on Implementing Inclusive Educational Models and Technologies for Equity and Diversity. IGI Global. DOI: 10.4018/979-8-3693-0453-2.ch013.
Abraham, G., & Margrain, V. (2022). “We are Swedish preschool teachers”. Student teacher feedback on internationalisation and interculturality in preschool teacher education. World Studies in Education.
Fernández Gutiérrez, B., Reljanovic Glimäng, M., Sauro, S., & O’Dowd, R. (2022). Preparing Students for Successful Online Intercultural Communication and Collaboration in Virtual Exchange. Journal of International Students, 12, 149-167.
Bergersen, A. & Massao, P. B. (2022). En analyse av makt og kultursensitivitet blant utvekslingsstudenter til og fra det globale sør gjennom faget Global Knowledge. In J. Klein, Bergersen, A. & Larsen, A. S. Utenlandspraksis for lærerstudenter. Global og interkulturell kompetanse, p. 41–63. https://doi-org.ezproxy.oslomet.no/10.18261/9788215056180-2022-03.
Bergersen, A. & Vågenes, V. (2022). Bærekraftdidaktikk gjennom internasjonal studentmobilitet – nye perspektiver på bærekraftig utvikling etter tre måneders opphold i det globale sør? In J. Klein, Bergersen, A. & Larsen, A. S. Utenlandspraksis for lærerstudenter. Global og interkulturell kompetanse, p. 147–166. https://doi-org.ezproxy.oslomet.no/10.18261/9788215056180-2022-08.
Humphrey, K. & Lie, T. G. (2022). Zambian collaborators’ perceptions and development of cultural understanding through interaction with Norwegian pre-service teachers. In J. Klein, Bergersen, A. & Larsen, A. S. Utenlandspraksis for lærerstudenter. Global og interkulturell kompetanse, p. 103–124. https://doi-org.ezproxy.oslomet.no/10.18261/9788215056180-2022-06.
Klein, J. Bergersen, A. & Larsen, A.S. (red.) (2022). Utenlandspraksis for lærerstudenter – Global og interkulturell kompetanse. Universitetsforlaget. DOI: https://doi.org/10.18261/9788215056180-2022.
Klein, J. (2022). Utenlandspraksis for norske lærerstudenter: kulturmøter i namibiske klasserom. In J. Klein, Bergersen, A. & Larsen, A. S. Utenlandspraksis for lærerstudenter. Global og interkulturell kompetanse, p.23–40. https://doi-org.ezproxy.oslomet.no/10.18261/9788215056180-2022-02.
Larsen, A. S. (2022). Analyser av fortellinger fra praksis – norske lærerstudenters erfaringer fra praksisopphold i Zambia. In J. Klein, Bergersen, A. & Larsen, A. S. Utenlandspraksis for lærerstudenter. Global og interkulturell kompetanse, p. 64- 83. https://doi-org.ezproxy.oslomet.no/10.18261/9788215056180-2022-04.
Leming, T. & Steele, A. R. (2022) Transformative prosesser gjennom praksis i utlandet – utenlandspraksis som «fjelltur og forstørrelsesglass». In J. Klein, Bergersen, A. & Larsen, A. S. Utenlandspraksis for lærerstudenter. Global og interkulturell kompetanse, p. 187–205. https://doi-org.ezproxy.oslomet.no/10.18261/9788215056180-2022-10.
Reljanovic Glimäng, M. (2022). Safe/brave spaces in virtual exchange on sustainability. Journal of Virtual Exchange, 5, 61-81. https://doi.org/10.21827/jve.5.38369
Steele, A.R. & Leming, T. (2022). Exploring student teachers’ development of intercultural understanding in teacher education practice. Journal of Peace Education – Migration, cultural encounters, and education. DOI: 10.1080/17400201.2022.2030688
Vattedal, M. & Bergersen, A. (2022). Intercultural communication as an important element in student mobility. In J. Klein, Bergersen, A. & Larsen, A. S. Utenlandspraksis for lærerstudenter. Global og interkulturell kompetanse, p. 84–102. https://doi-org.ezproxy.oslomet.no/10.18261/9788215056180-2022-05.
Conolly, J., Lampinen, J. & Lehtomäki, E. (2021). Finnish teacher education students’ practical training and exchange in developing countries.
A commissioned study for the Finnish Ministry for Foreign Affairs. University of Oulu, Faculty of Education Acta Univ. Oul. F 15, 2021.
Glimäng, M. (2021). Power, politeness and liquid persona: intercultural reflection and virtual exchange in teacher education. Educare, (4), 1-28.
Menon, S., Green, C., Charbonneau, I., Lehtomäki, E. & Mafi, B. (2021). Approaching global education development with a decolonial lens: teachers’ reflections, Teaching in Higher Education, 26:7-8, p. 937-952, https://doi.org/10.1080/13562517.2021.1941845
Carm, E., Johannesen, M., Chandra, B., Luitel, D.C., Øgrim, L. & Phyak, P. (2021). Innovative Technologies and Pedagogical Shifts in Nepalese Higher Education. New Research – New Voices, Vol.10, p. 1-12.
Klein, J. (2020). The Receiving End: Namibian Educators’ Perceptions of International Student Exchange from the Global North. International Journal of Development Education and Global Learning. Vol 12 (1), p. 37-51. https://www.scienceopen.com/hosted-document?doi=10.14324/IJDEGL.12.1.04
Wikan, G. N. (2020). Global teachers: The long-term effects of an international practicum. Association for Teacher Education in Europe 2020. Vol. 44. p. 62-79.
Bergersen, A., & Muleya, G. (2019). Zambian civic education teacher students in Norway for a year – how do they describe their transformative learning? Sustainability, 11(24). https://doi.org/10.3390/su11247143
Conolly, J., Lehtomäki, E. & Scheunpflug, A. (2019) Measuring global competencies: A critical assessment. ANGEL Briefing Paper https://static1.squarespace.com/static/5f6decace4ff425352eddb4a/t/5fc8eeb922891c6875c8a465/1637594418818/measuring-global-competencies.pdf
Klein, J & Wikan, G. (2019). Teacher education and international practice programmes: Reflections on transformative learning and global citizenship. Teaching and teacher education, 79, p. 93-100. https://www.sciencedirect.com/science/article/pii/S0742051X1830547X?via%3Dihub
Olsen, S.T., Wikan, G. Klein, J. & Hagen, A. (2019). Praksisstudier i fremmed land – bedre lærere i eget land. In K. E. Thorsen og S. Michelet (red) Teoretiske og praktiske kunnskaper i lærerkvalifisering – sammenhenger og spenninger. Universitetsforlaget, p. 131-146.
Araham, G. & von Brömssen, K. (2018) Internationalisation in teacher education: student teachers’ reflections on experiences from a field study in South Africa. Education Inquiry, 9:4, 347-362, DOI: 10.1080/20004508.2018.1428035
Christophersen, J. & Vågenes, V. (2018). “Uhuru na umoja”: samfunn og utdanning i Tanzania. Eget forlag. ISBN 9788230341285
Wikan, G., Haug, I., Bugge, L., Løtveit, M. & Klein, J. (2018). Global bevissthet og interkulturell kompetanse hos lærerstudenter. I Tidssignaler: Lærerutdanningsfag i utvikling: Utdanning av lærere på Hamar – 150 år. Oplandske Bokforlag 2017 ISBN 9788275182515, p. 219-236.
Wikan, G. & Olsen, S. T. (2018). Intervention in international practicum in the Global South. Association for Teacher Education in Europe, p. 356-367
Bergersen, A. (2017). Global forståelse. Barnehagelæreren som kulturell brobygger. Fagbokforlaget.
Wikan, G. & Klein, J. (2017). Can International Practicum Foster Intercultural Competence Among Teacher Students? Journal of the European Teacher Education Network, Volum 12. (1), p. 95-104.
Bergersen, A. (2016). Kultursensitive læringsformer – økt bevissthet gjennom tverrkulturell kompetanse? I. V. Solbue og Y. Bakken: Mangfold i skolen. Bergen. Fagbokforlaget.
Wikan, G. & Klein, J. (2016). An investigation of student teachers’ professional development following a teaching placement in Southern Africa. In Proceedings of ATEE 40th Annual Conference – Association for Teacher Education in Europe, p. 22-31.
Bergersen, A. (2015). Danning og tverrkulturell kompetanse. I: Greve, A, Pedersen, L. & Sviggum, H. G. (red) Faglighet i barnehagen. Fagbokforlaget.
Wikan, G. N., & Klein, J. (2015). Global perspectives in teacher education: a study of international practicum ATEE annual conference 2014 – Transitions in teacher education and Professional identities. Proceedings of ATEE 39th Annual Conference – Association for Teacher Education in Europe.
Bergersen, A. (2014). Hva mener zambiske studenter at et år i Norge som kvotestudent har betydd for egen profesjonsutøvelse i hjemlandet? FoU i praksis 2013. Rapport fra en konferanse om praksisrettet FoU I lærerutdanning. Tapir Akademisk Forlag.
Rotvold, L. A & Leming, T. (2014). Utenlandspraksis for lærerstudenter – en mulighet for kunnskapsutvikling i en helhetlig lærerutdanning. I: FoU i praksis 2013. Artikkelsamling fra konferanse om praksisrettet FoU i lærerutdanning. Akademika forlag 2014 ISBN 978-82-321-04215. p. 170-177.
Bergersen (2013). Praksis I utlandet – den nye dannelsesreisen? FoU i praksis 2012. Rapport fra en konferanse om praksisrettet FoU I lærerutdanning. Tapir Akademisk Forlag. HVL Open: Praksis i utlandet – den nye dannelsesreisen? (unit.no)