Bergen Open Access Publishing (University of Bergen Library)
Not a member yet
2164 research outputs found
Sort by
What Else Might Mentoring Be and Become? An Exploration of Interdisciplinary Teaching Practices in Mentorship training
No full textWhat else might mentoring be and become if we open towards embodied listening? This question forms the entry to our transdisciplinary curiosity towards how we can intensify our teaching practice at the course Mentorship training for practice teachers in kindergarten. We enter the question through explorations of our teaching practices; What potentials might lie in implicating dramaturgical thinking and musical gestures in our teaching? By thinking with Erin Manning\u27s concepts of affirmation and minor gestures, in this article we explore and elaborate on paying attention to bodily micro-processes in mentoring, where asking the question what else might mentorship be and become? opens mentoring and teaching practices towards what we do not yet know and can express clearly; and how this can direct our attention to what becomes of importance in mentoring processes. Hence, mentoring is connected to a pedagogical insistence towards affirming what emerges as matters of concern and encourages imperfection.
The article is updated.Hva mer kan veiledning være og bli dersom vi åpner veiledning mot kroppslig lytting? Spørsmålet danner inngang til vår tverrfaglige nysgjerrighet for hvordan vi kan utvikle vår undervisningspraksis ved Veilederutdanning for praksislærere i barnehagen. Vi går inn i spørsmålet gjennom utforskninger i egen undervisning; hvilke potensialer kan ligge i å implisere dramaturgisk tenkning og musiske gester, i våre undervisningspraksiser? Gjennom å tenke med Erin Mannings begreper affirmasjon og mindre gester, utforsker vi i denne artikkelen hvordan kroppslig lytting som mikroprosesser kan vies oppmerksomhet i veiledningspedagogikk. Ved å stille spørsmålet hva mer kan veiledning være og bli? åpner vi veilednings- og undervisningspraksiser mot det vi ennå ikke vet og kan uttrykke klart; og videre mot hvordan dette kan rette oppmerksomhet mot det som blir av betydning i veiledningsprosesser. Slik settes veiledningen i sammenheng med en pedagogisk innstilling mot å bekrefte det som blir betydningsfullt og oppfordring til å stå i det ufullkomne.
Artikkelen er oppdatert
Corrigendum to “Professional supervision as a collective practice in partnerships between teacher education and schools Perspectives on students\u27 practise placement studies and master\u27s theses” Nordvei 10, e4407
No full textI den originale artikkelen (Paaske et al., 2025) omtales det at det er etablert et samarbeid mellom skolen og to lærerutdannere fra OsloMet som hadde spisskompetanse i veiledning og at lærerutdannere spilte en viktig rolle i arbeidet. Det er viktig å legge til at dette arbeidet skal krediteres Hilde Tørnby (OsloMet) og Mette Helleve (OsloMet) som prosessveiledere av utviklingsarbeidet, drevet sammen med skoleleder Anne Berit Narbuvoll (Helleve et al., 2025). Deres arbeid med etablering av fagfellesskap for veiledere har pågått på tre av OsloMets universitetsskoler siden 2017. Arbeidet har vært avgjørende for utvikling og forankring av denne arbeidsformen i universitetsskolene på OsloMets grunnskolelærerutdanning. Artikkelforfatterne beklager at dette arbeidet ikke er anerkjent i den originale versjonen
Disability in Music Therapy Education and Clinical Training
No full text“Disability” is a label that has been politicized throughout the course of history in Westernized society due to the perseveration of the medical model of disability. The medical model of disability asserts that issues inherent in a disability are due to the affected individual and that one’s goal should be a complete “cure” to be compliant with the state of normality accepted by society. The profession of music therapy is rooted in the medical model of disability; therefore, it accepts human variability as a disease which requires remediation. In academia, the national policies in the United States related to disability such as the Rehabilitation Act of 1973 (U.S. Department of Labor, 1973a), the Americans with Disabilities Act (U.S. Department of Justice Civil Rights Division, 1990), and the Individuals with Disabilities Education Improvement Act of 2004 (Congress, 2004) ultimately fail in their efforts to protect disabled students from discrimination. Therefore, it would benefit the field to pursue the integration of disability justice principles in music therapy education and clinical training, to better support budding music therapists and the individuals with whom they work. To this end, the purpose of this paper was to investigate the effects of ableism on the experiences of music therapy students in the United States (U.S.) and suggest considerations that could be implemented to minimize ableism.
Acknowledgements
I would like to extend my utmost thanks to Emily Smith Beitiks, PhD who is my mentor in the field of disability justice. I cannot express how much I enjoyed and appreciated her feedback on this paper’s multiple drafts and the multitude of conversations we have had about the field of disability justice in academia, and in society.
Ethical Considerations in United States of America Music Therapy Higher Education
No full textAt the undergraduate level, music therapy education includes the academic experiences of budding music therapists. By applying the Maslow’s Hierarchy of Needs framework to an educational context, for students to reach self-actualization (i.e., highest degree of self-fulfillment), they must satisfy certain basic needs that all humans require (i.e., physiological needs, safety-security needs, love and belongingness needs, esteem needs, and self-actualization needs). If individuals do not satisfy these needs throughout development, they may regress or become “stuck” at their current tier. Undergraduate students, many of whom are in the developmental stage of emerging adulthood, are at a point of development in which mentorship is still necessary. The purpose of this study was to apply Maslow’s Hierarchy of Needs to an educational setting and provide suggestions which could ameliorate the threats to safety and security currently inherent in music therapy education, and in higher education as a whole. By conducting an in-depth analysis of the threats to “safety-security needs” in Maslow’s Hierarchy of Needs, music therapy instructors may wish to consider the following action steps: (a) prevention of the appropriation of intellectual property; (b) preventative measures against oppression, harassment, and sexual harassment; and (c) reassessment of the current music therapy internship structure.
Acknowledgments
I would like to thank Dr. Abbey Dvorak for her guidance, support, feedback, and patience with me throughout the authoring of this manuscript. Thank you also to Nathan Mensah, one of my most trusted mentors, for his feedback. Lastly, I send my deepest thanks to Ms. Jennifer Deberg, research librarian at the University of Iowa. This article would not have come to be without her invaluable assistance in combing through the relevant research literature
The Neural Impact of a Brief Mindfulness and Improvisational Singing Practice on Music Performance Anxiety: An fMRI Study
No full textMusic Performance Anxiety (MPA) negatively impacts musicians’ personal lives, professional functioning, and performance quality, and is most prevalent in young adulthood. This mixed methods study investigated whether two weeks of a novel intervention called Environmental Vocal Exploration (EVE; Oddy, 2022), combining mindfulness and vocal improvisation, could alter neural activity associated with MPA in young musicians. The EVE intervention was compared with 1) a traditional two-week mindfulness program and 2) no intervention. Pre- and post-intervention, 27 musicians aged 18–28 (n = 7: EVE, n = 10: mindfulness, n = 10: no intervention) completed an anxietyprovoking task and a letter N-back working memory task during fMRI. A thematic analysis was also conducted on discussion transcripts from EVE sessions. During the anxietyprovoking task, blood flow in emotional processing and attention-related brain areas (e.g., limbic and salience network areas) increased from pre- to post-EVE, consistent with themes (e.g., present-moment awareness). During the post-intervention N-back, EVE participants showed less activity than the other groups in cognitive processing areas (e.g., middle cingulate gyrus), indicating enhanced neural efficiency. Both interventions may impact neural activation linked to MPA, through increased attentional and emotional regulation. Vocal improvisation in a mindfulness intervention seemed to augment such effects. Results support further study of EVE’s use for MPA.
Acknowledgements
The authors would like to acknowledge the Brain Imaging Centre, including Rahim Ismaili, Katie Dinelle, and Reggie Taylor, for their support
“I can recommend working as a teacher in Lillestrøm municipality. You will be well taken care of!”: Establishing a framework for teacher induction in early childhood education and schools
No full textLillestrøm kommune ser på nyutdannede lærerne som en viktig ressurs i profesjonsutviklingen i barnehage og skole. Kommunen har en solid, transparent og god modell for veiledning av nyutdannede lærere i barnehage og skole. De nyutdannede har systematisk veiledning på egen arbeidsplass de to første årene i yrket og alle nyutdannede og veiledere deltar på regelmessige nettverk ledet av veiledere i Ressursteamet. Våre suksessfaktorer er basert på nasjonale prinsipper og forpliktende lokale rammer, et sterkt ressursteam og systematisk organisering av veiledning. Vi har gjensidig samarbeid med Universitets- og Høyskolesektoren og er avhengig av tilskuddsmidler fra Utdanningsdirektoratet og økonomisk vilje fra kommunen. Veiledningsordningen er utviklet i dialog med lærerutdanningen for barnehage og skole på OsloMet – Storbyuniversitetet
Utdanning av profesjonsveiledere på skolens hjemmebane: Innvirkninger på lærerutdanningene og lærerprofesjonen
Full text linkThis qualitative study explores the following issue: What trends and tensions for teacher education programs and the teaching profession do a school owner representative and school leaders from two schools see after implementation of a school-based program on supervision? The results show that the participating schools have become more aware of how they welcome pre-service teachers and integrate them into the professional community. This is related to the fact that the entire teaching staff now has competence in pedagogy of supervision. Participants have gained new tools for use in professional supervision, such as conversation techniques, a shared professional language, and experience with inquiry-based approaches, either through Action Learning or Lesson Study. Through the experience with inquiry-based approaches, participants have developed a more investigative attitude toward their own practice, which may enable the participating schools to serve as a resource for the school owner. A shared professional language and engaging in joint activities are highlighted as important for the professional community. Challenges in the implementation of the course were related to time demands and workload, and a thorough anchoring process was found to be crucial. Even though the course focused on mentoring pre- service teachers, it is evident that it has had a positive impact on the school’s core activities.I denne kvalitative studien utforskes følgende problemstilling: Hvilke strømninger og brytninger for lærerutdanningene og lærerprofesjonen ser en skoleeierrepresentant og skoleledere ved to skoler etter gjennomføringen av et skolebasert studium i veiledningspedagogikk? Resultatene viser at deltagerskolene har blitt mer bevisste på hvordan de tar imot lærerstudentene og innlemmer dem i det profesjonsfaglige fellesskapet. Dette henger sammen med at hele kollegiet nå har kompetanse i veiledningspedagogikk. Deltagerne har fått nye verktøy til bruk i profesjonsveiledning, slik som samtaleteknikk, felles fagspråk og erfaring med undersøkende arbeidsmåter enten gjennom aksjonslæring eller Lesson Study. Deltagerne har fått en mer undersøkende holdning til egen praksis gjennom erfaringen med undersøkende arbeidsmåte, noe som kan gjøre deltagerskoler til drahjelp for skoleeier. Felles fagspråk, og å gjøre noe sammen, trekkes fram som viktig for profesjonsfellesskapet. Utfordringer i gjennomføringen av studiet knyttes til tidsbruk og arbeidsomfang, og en grundig forankringsprosess er avgjørende. Til tross for at studiet omhandlet veiledning av lærerstudentene, ser man at studiet har hatt en positiv innvirkning på skolens kjernevirksomhet
Professional supervision in early childhood teacher education: A meaningful responsibility with unclear guidelines
No full textDenne artikkelen handler om profesjonsveiledning ved barnehagelærerutdanningen, og belyser erfaringer og opplevelser til faglærere i pedagogikk med ansvar for å følge opp studenter under bachelorutdanningen. Ved barnehagelærerutdanningen er det uttrykt et ønske om at profesjonsveiledere selv har formell barnehagelærerutdanning eller annen kjennskap til barnehagen som arbeidsplass. Men hvordan orienterer faglærerne seg i rollen som profesjonsveileder? Gjennom et spørreskjema har vi fått tilgang til profesjonsveiledernes skriftlige beskrivelser av erfaringer og opplevelser i rollen som profesjonsveileder. Samlet gir beskrivelsene tilgang til å drøfte følgende forskningsspørsmål: Hvilke erfaringer og opplevelser har faglærere på barnehagelærerutdanningen i rollen som profesjonsveiledere? Studien viser at kunnskap om både veiledning og barnehagelærerrollen er sentralt for betydningen av profesjonsveiledning. Samtidig synliggjør studien at faglærere har behov for å drøfte og utvikle den komplekse rollen.This article focuses on a teacher’s experiences as a professional supervisor in early childhood education. In ECEC education, all students in the part-time programs have a professional supervisor that meets students for conversations throughout the study. These supervisors are teachers i pedagogy and required to have education as kindergarten teachers or have experience from kindergarten. How do teachers in pedagogy form their positions as professional supervisors? Through a questionnaire, we have gained access to some of the colleagues\u27 descriptions of their role as professional supervisors. On the basis of these descriptions, we discuss the following research question: Which experiences do teachers in early childhood education have in the role of professional supervisors? The analysis shows that a professional supervisor needs both knowledge in supervision and kindergarten teachers\u27 practical competence. Equally shows this study that teachers need to discuss and develope the complexity of the role
Writing skills among Norwegian Americans – what may their letters reveal?
No full textThe Norwegian emigration to America created an urgent need for literacy among emigrants; for the first time, writing letters became an important skill for preserving ties with the family in the “old country”. However, few of the early emigrants were trained for this task even if they had been through a compulsory schooling. The school in the first half of the 19th century was closely linked to church, with the aim of preparing pupils for confirmation. Thus, the curriculum focused on reading and memorizing religious texts, but not on writing. However, towards the end of the 1800s, educational reforms in Norway had introduced a broader curriculum, including writing, which improved the literacy of subsequent emigrants. This study examines and compares certain linguistic features in letters from two periods: the early letters (prior to the Civil War) and those written in the early 1900s. The early letters are written by emigrants who had learned to read in school, but not to write, and thereby had to compensate this lack by drawing on other experiences, like what they had learned by reading religious texts. The more recent letters were written by emigrants who had learned to write in the secularized school in Norway or by second generation immigrants, who indeed had learned to write English, but were not sufficiently trained in utilizing this skill on the heritage language. The preliminary analysis reveals shifts in writing practices, including a decline in topicalization and changes in possessive structures over time. Early letters predominantly featured prenominal possessives and minimal compositional definiteness, while later letters showed an increase in both these features, which can be interpreted as if the spoken variety gained more importance as a norm for writing over the investigated time span
Grammatical gender marking in New Denmark Danish (Canada)
No full textThis article presents a corpus linguistic study of grammatical gender marking in New Denmark Danish (New Brunswick, Canada). The data consist of 2,242 examples of common and neuter gender marking, on (1) the definite suffixes, (2) the indefinite articles, (3) the prenominal definite modifiers, and (4) the possessive pronouns. 39 speakers are represented in the dataset, encompassing 1st-4th immigrant generation speakers. The analysis reveals relatively little deviation from Standard (European) Danish gender marking as only 19 out of the 39 speakers altogether have 47 instances of non-expected gender marking. In spite of the small amount of variation, there are some clear tendencies in the data in comparison with Standard Danish: The definite suffix is extremely stable, neuter nouns in Standard Danish get common gender marking, and ‘complex’ noun phrases with an attributive adjective between the initial gender-marking determiner and the head word show more variation than ‘simple’ NP’s