NAFOL profile: Torhild Høydalsvik

Torhild HøydalsvikTorhild Høydalsvik studies the reform and the new curriculum being implemented i the Early Childhood Teacher Education, and asks how the teachers teaching Pedagogy understand the role and tradition of the subject compared with it´s special task of combining and shaping the profession. Additionally, the students´ possibility to shape meaningful connections will be examined.

A new framework plan was implemented in Early Childhood Teacher Education in 2013. The most radical reform initiative is, may be, that previous academic subjects have been merged with interdisciplinary areas of knowledge. The subject pedagogy was worked in as an integrated part of all the areas of knowledge but with the special facilitating role of combining and shaping the profession. Høydalsvik asks how the new curriculum is being implemented during the first three years.

Theoretically, Heggen & Smeby (2012) will be central as to their concept of biographical coherence, program coherence and transitional coherence. Implementation theory (Van Meter & Van Horn, 1975), and teacher education research (Korthagen et al., 2005) are also central in her research.

Høydalsvik is particularly interested in professionalism. She has a Bachelor of Social Science. from NTNU, and many years of experience as a leader and as a teacher educator. Simultaneously with the PhD programme over 5 years, she works part-time as Assistant professor in pedagogy at Volda University College. During this first year as a PhD student Høydalsvik presented a paper at the EECER in Tallinn, and she also attended NERA, Lillehammer, in March presenting the results of the first part of the analyses in her PhD work.

Abstract (docx-file)