Anne Karin Vikstøl Olsen
Biographic Data
| ID | 9979920 |
|---|---|
| NAME | Anne Karin Vikstøl Olsen |
| GIVEN NAMES | Anne Karin Vikstøl |
| FAMILY NAME | Olsen |
| SIGNATURE | OLSEN A K V |
| AFFILIATIONS | University of Agder |
| ORCID | 0000-0001-8701-7945 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Intercultural Dialogue on Indigenous Perspectives
This research explores how intercultural dialogue through a Collaborative Online International Learning (COIL) project enhances students’ understanding and integration of Indigenous perspectives. The initiative connected Norwegian Early Childhood Teacher Education (ECTE) students with Canadian Teacher Education students to explore Sámi and Métis cultures. Using a qualitative design, focus group interviews with ECTE students employed a hermeneutic…
A Collaborative Online International Learning (Coil) Experience in Early Childhood Teacher Education
This study explores the use of Collaborative Online International Learning (COIL) as a pedagogical method to enhance intercultural competence among Early Childhood Teacher Education (ECTE) students, with an emphasis on Indigenous perspectives in Norway and Canada. Using qualitative focus group interviews with Norwegian students engaged in a COIL project with Canadian peers, this research identifies key pedagogical benefits and logistical consider…
Predictors of Professional Identity among Early Childhood Teacher Students
Professional identity has been suggested to be decisive for efficiency and high work quality among the workforces. Central in early childhood teacher education is the development of students to become professional actors in a workplace setting upon graduation, thus developing a professional identity. However, the field lacks knowledge about the factors that are associated with professional identity among early childhood teacher students. Thereby,…
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Predictors of Professional Identity among Early Childhood Teacher Students
Professional identity has been suggested to be decisive for efficiency and high work quality among the workforces. Central in early childhood teacher education is the development of students to become professional actors in a workplace setting upon graduation, thus developing a professional identity. However, the field lacks knowledge about the factors that are associated with professional identity among early childhood teacher students. Thereby,…
Intercultural Dialogue on Indigenous Perspectives
This research explores how intercultural dialogue through a Collaborative Online International Learning (COIL) project enhances students’ understanding and integration of Indigenous perspectives. The initiative connected Norwegian Early Childhood Teacher Education (ECTE) students with Canadian Teacher Education students to explore Sámi and Métis cultures. Using a qualitative design, focus group interviews with ECTE students employed a hermeneutic…
A Collaborative Online International Learning (Coil) Experience in Early Childhood Teacher Education
This study explores the use of Collaborative Online International Learning (COIL) as a pedagogical method to enhance intercultural competence among Early Childhood Teacher Education (ECTE) students, with an emphasis on Indigenous perspectives in Norway and Canada. Using qualitative focus group interviews with Norwegian students engaged in a COIL project with Canadian peers, this research identifies key pedagogical benefits and logistical consider…
Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Early childhood education (2 works) · Global Education and Multiculturalism (2 works) · International Student and Expatriate Challenges (2 works) · Bachelor (1 work) · Classroom climate (1 work) · Collaborative learning (1 work) · Collaborative Teaching and Inclusion (1 work)