{"id":87,"date":"2012-01-08T00:05:54","date_gmt":"2012-01-08T00:05:54","guid":{"rendered":"http:\/\/uni.hi.is\/hafdgud\/?page_id=87"},"modified":"2019-08-17T21:12:30","modified_gmt":"2019-08-17T21:12:30","slug":"rannsoknir","status":"publish","type":"page","link":"https:\/\/uni.hi.is\/hafdgud\/rannsoknir\/rannsoknir\/","title":{"rendered":"Ranns\u00f3knir"},"content":{"rendered":"

Ranns\u00f3knarverkefni\u00a0<\/strong><\/span><\/p>\n

Teacher Educators and teacher researchers collaborate: A self-study of teaching practices 2017\u20132020<\/span><\/b><\/h3>\n

The purpose of this research is to open up a forum for teachers as researchers of their practice in close collaboration with academic researchers. The aim is to give teachers opportunities to document and interpret their research findings, develop their professional voice and share their educational knowledge with others in the field. At the same time the teacher educators will study their practice as they create and develop collaboration with teacher researchers.<\/span><\/p>\n

Participants:<\/strong> Hafd\u00eds Gu\u00f0j\u00f3nsd\u00f3ttir, Svanborg R. J\u00f3nsd\u00f3ttir, J\u00f3n\u00edna V. Kristinsd\u00f3ttir, Edda \u00d3skarsd\u00f3ttir, Gunnhildur \u00d3skarsd\u00f3ttir, Svala J\u00f3nsd\u00f3ttir, \u00c1sa H. Ragnarsd\u00f3ttir, Ruth J\u00f6rgensd\u00f3ttir Rauterberg<\/p>\n

Funded by:\u00a0<\/strong>The University of Iceland Research Fund,<\/p>\n

InterPearl -- 2018-2021<\/em><\/strong><\/h3>\n

The aim of the research project is to fabricate a personalized learning-based teacher education framework (guidelines) that will be based on learning and collaboration paradigm and a shift from teaching scenario, the results of which are no longer in conformity with the learning approach of the 21 century,\u00a0 towards learning design, which encourages students to take responsibility for their own learning and achievements.<\/p>\n

Participant universities:<\/strong>University of Iceland,Siauliai University, Vytautas Magnus University, Vilnius University and \u00a0University College Cork<\/p>\n

Participant countries: <\/strong>Iceland, Lith\u00e1en og \u00cdrland<\/p>\n

Funded by: <\/strong>The Erasmus+ Programme of the European Union<\/p>\n

Teaching Diverse Groups of Students<\/strong><\/em> \u2013 2011-2020<\/h3>\n

Preparing teachers to teach a diverse group of learners in a changing world (2011-2018). The purpose of this project was to study how we as teacher educators develop, sustain, and continuously adjust a course that focuses on the changes in education, schools, and teachers\u2019 work. Self-study methodology that builds on the notion of action-reflection-learning-action guided our inquiry (Bodone, Gu\u00f0j\u00f3nsd\u00f3ttir, & Dalmau, 2004). Our intention was to examine what we are doing, how, and why, in order to further understand our practice and to foster our development in becoming critical and responsive at the same time.<\/p>\n

Researchers: <\/strong>Hafd\u00eds Gu\u00f0j\u00f3nsd\u00f3ttir, Svanborg Rannveig J\u00f3nsd\u00f3ttir and Karen Rut G\u00edslad\u00f3ttir. Funded by:<\/strong>The University of Iceland Research Fund<\/p>\n

Collaborative Supervision of Master Projects<\/em><\/strong> \u2013 2012-2019<\/h3>\n

A Self-study by three university teachers in teacher education from 2012\u2013. Three university teachers in teacher education organized collaborative supervisory meetings (CSM). As a part of our practice with CSM we used self-study to gain knowledge and understanding of our progress and inspire our development as supervisors.<\/p>\n

Researchers:<\/strong>Hafd\u00eds Gu\u00f0j\u00f3nsd\u00f3ttir, Svanborg Rannveig J\u00f3nsd\u00f3ttir and Karen Rut G\u00edslad\u00f3ttir.<\/p>\n

Funded by:<\/strong>The University of Iceland Research Fund, UoI Teaching Fund<\/p>\n

\u00a0TdiverS<\/strong><\/em> \u2013 2014\u20132016<\/h3>\n

Lifelong Learning Programme Comenius Network, 541969-LLP-1-2013-1-DE-Comenius-CNW Teaching diverse learners in (School)Subjects \/ TdiverS.\u00a0Conferences, country-study-visits, literature-reviews and video-recordings are collected and published as a material for teacher education (DVD, homepage) in English and the languages represented by the partner countries.<\/p>\n

Researchers:\u00a0<\/strong>Hafd\u00eds Gu\u00f0j\u00f3nsd\u00f3ttir, J\u00f3hanna Karlsd\u00f3ttir og Edda \u00d3skarsd\u00f3ttir.<\/p>\n

Research partners:\u00a0<\/strong>University of Education, Ludwigsburg; University of Boras; Siauliai University; University of Luxembourg, ; University of Madrid,<\/p>\n

Participants countries:\u00a0<\/strong>Spain; Germany; Sweden; Luxembourg; Lithuania<\/p>\n

Funded by:\u00a0<\/strong>The University of Iceland Research Fundand Comenius Network<\/p>\n

Learning Spaces for Inclusion and Social Justice-LSP<\/strong><\/em> \u2013 2013\u20132016<\/h3>\n

Learning Spaces for Inclusion and Social Justice: Success Stories from Immigrant Students and School Communities in Four Nordic Countries (2013-2016).\u00a0Our aim was to gain new knowledge on how to better deal with the cultural and linguistic diversity in our societies and educational institutions and hopefully via this Nordic cooperation to influence how policy makers and institutional leaders, teacher educators, teachers and students view the cultural and linguistic diversity within their national borders.<\/p>\n

Icelandic participants:\u00a0<\/strong>Hanna Ragnarsd\u00f3ttir is the project leader. Other participants from Iceland are B\u00f6rkur Hansen, Hafd\u00eds Gu\u00f0j\u00f3nsd\u00f3ttir, Karen Rut G\u00edslad\u00f3ttir, Robert Berman, Samuel Lefever and doctoral and master students.<\/p>\n

Participants universities:<\/strong>School of Education, University of Iceland, Iceland; Hedmark University College, Hamar, & University College of Nord-Tr\u00f6ndelag (HiNT) and University of Trondheim, Norway; Department of Teacher Education, University of Helsinki, Finland; University of Gothenburg, Department of Education, Communication and Learning.<\/p>\n

Participant countries:<\/strong>Iceland, Norway, Sweden, Finland<\/p>\n

Funded by:<\/strong>NordForsk and Complementary Fund for the Infrastructure Fund<\/p>\n

Matematics for all<\/strong><\/em> \u2013 2002- 2014<\/h3>\n

This is an ongoing research that we have conducted for ten years on the creation and development of a course to prepare teachers to work with diverse group of students. This research is a self-study of our teaching as we create, develop and team-teach a graduate course: Mathematics for all. Self-study positions the teacher as an inquirer and a learner (Samaras & Freese, 2006) and the purpose of the self-study inquiry is to better understand own practice, the renewal of programs, and personal-professional development (Kosnik, Beck, Freese, & Samaras, 2005). The focus of this study is on our self as professionals and our part in the development of the course. We have published our findings through the years at conferences, in journals and books.<\/p>\n

Research participants:<\/strong>Hafd\u00eds Gu\u00f0j\u00f3nsd\u00f3ttir, J\u00f3nina Vala Kristinsd\u00f3ttir and Edda \u00d3skarsd\u00f3ttir<\/p>\n

Diverse Teachers for Diverse Learners (DTDL)<\/em>\u00a0<\/b>(2011-2014).<\/p>\n

New knowledge of how to value and incorporate diversity in our societies and educational institutions is one of the greatest challenges worldwide. International research and cooperation have the potential to influence how policy makers, institutional leaders, teacher educators, teachers and students view the diversity within their national border. Our goal was to focus on strength rather than the weakness of our modern-day societies. The DTDL researchers network strived to enable constructive, lasting and sustainable cooperation while simultaneously opening access and encouraging participation of new participants. In addition, the DTDL researchers\u2019 network organized meetings, seminars, workshops and conferences twice a year.\u00a0The DTDL researcher\u2019s network emphasizes open access to their workshops and seminars in the Nordic regions, thus encouraging research and research collaboration in the field. English and national languages contribute to a collaboratively edited volume including research findings from all participating countries at the end of the three year period.<\/p>\n

Icelandic participants:<\/strong>Hanna Ragnarsd\u00f3ttir, project leader, B\u00f6rkur Hansen, Hafd\u00eds Gu\u00f0j\u00f3nsd\u00f3ttir, Karen Rut G\u00edslad\u00f3ttir, Robert Berman, Samuel Lefever and doctoral and master students.<\/p>\n

Participant universities:<\/strong>University of Iceland, School of Education; Hedmark University College, Hamar; University College of Nord-Tr\u00f6ndelag (HiNT) and University of Trondheim; Department of Teacher Education, University of Helsinki; University of Strathclyde ; University of Toronto and University of Manitoba, .<\/p>\n

Participant countries:<\/strong>Norway; Finland; Scotland; Canada<\/p>\n

Funded by:<\/strong>NordForsk<\/p>\n

\u00a0Teacher education for inclusion<\/b><\/em>\u2013 2009\u20132012<\/strong><\/h3>\n

With The European Agency for Development in Special Needs Education and 25 countries in Europe. The purpose of this project was to present initial ideas on the proposed goal and focus of the project for Representative Board members to consider and agree upon. Four key themes were identified in RB\/NC discussions for consideration in the project: - What kind of teachers do we need for an inclusive society in a 21st century school? - A focus on the whole training continuum; - Teacher competences for inclusive education; - A wider brief to training (involving other educational professionals). Using these ideas as a basis, the focus for the project was on examining: how all teachers - mainstream and specialist\/special education teachers - are prepared to be 'inclusive'. The project provides information on policy and practice in supporting all teachers to be inclusive teachers.<\/p>\n

Icelandic participants:\u00a0<\/strong> Hafd\u00eds Gu\u00f0j\u00f3nsd\u00f3ttir and J\u00f3hanna Karlsd\u00f3ttir.<\/p>\n

Participants:<\/strong>The European Agency for Development in Special Needs Education and Inclusion and participants from 25 European countries.<\/p>\n

Funded by:<\/strong>The European Agency for Development in Special Needs Education and Inclusion<\/p>\n

A Sociocultural Perspective on the Outgrowth and Development of the Self-Study School\u00a0<\/b><\/em>(2008-2012)<\/h3>\n

The goal of this research project is to document the underpinnings of The Self-Study of Teacher Education Practices (S-STEP) Special Interest Group (SIG) as a school of thought and propose actions and possible directions to maximize contribution of self-study research to teacher education. S-STEP includes members from all over the world; from a diversity of institutions who vary in mission and programs offered; with members who have been involved with the organization from its conception to recent newcomers. S-STEP reflects various racial, cultural, language, and gender perspectives; disciplinary bases, educational levels, practice, and theoretical perspectives. a.<\/p>\n

Participants:<\/strong>Mary C Dalmau, Victoria University, Melbourne, Victoria; Anastasia Samaras, George Mason University, USA; Hafd\u00eds Gu\u00f0j\u00f3nsd\u00f3ttir, University of Iceland, Iceland Accordingly about 50 S-Steppers participate in various ways.<\/p>\n

Participants universities:<\/strong>Victoria University, Melbourne; George Mason University, University of Iceland<\/p>\n

Participants countries:\u00a0<\/strong>Australia, USA, Iceland<\/p>\n

Sk\u00f3li \u00e1n a\u00f0greiningar\u00a0<\/b>\u00a0(2008-2015)<\/h3>\n

The aim was to research the policy and practice of inclusive education in Iceland.<\/p>\n

Participants: Hafd\u00eds Gu\u00f0j\u00f3nsd\u00f3ttir d\u00f3sent, J\u00f3hanna Karlsd\u00f3ttir and Edda \u00d3skarsd\u00f3ttir doktorsnema.<\/p>\n

Funded by: The University of Iceland Research Fund<\/p>\n

Faglegt starf grunnsk\u00f3lakennara 2007\u20132012<\/em><\/strong><\/p>\n

Ranns\u00f3knin sem h\u00f3fst \u00e1 haustm\u00e1nu\u00f0um 2007 er unnin \u00ed samvinnu vi\u00f0 S\u00f3lveigu Karvelsd\u00f3ttur lektor vi\u00f0 Kennarah\u00e1sk\u00f3la \u00cdslands.<\/p>\n

Markmi\u00f0 verkefnisins voru a\u00f0 \u00f6\u00f0last \u00feekkingu og skilning \u00e1 e\u00f0li kennarastarfsins og hlutverkum kennara \u00fat fr\u00e1 \u00feeirra sj\u00f3narhorni og reynslu. Reynsla kennara, vi\u00f0horf og \u00feekkingu \u00feeirra \u00e1 eigin starfi var skr\u00e1\u00f0 og me\u00f0 \u00fev\u00ed var\u00a0kennurum gefin r\u00f6dd \u00ed fr\u00e6\u00f0asamf\u00e9laginu.\u00a0\u00cd ranns\u00f3kninni munum vi\u00f0 leggja \u00e1herslu \u00e1 a\u00f0 sko\u00f0a e\u00f0li og umfang kennarastarfsins \u00fat fr\u00e1 sj\u00f3narhorni kennaranna sj\u00e1lfra. Sko\u00f0a hvernig \u00feeir skilgreina og sj\u00e1 starfi\u00f0 sitt. Vi\u00f0 munum leggja \u00e1herslu \u00e1 a\u00f0 sko\u00f0a ytri og innri \u00fe\u00e6tti sem hafa \u00e1hrif \u00e1 starfi\u00f0, s\u00fdn kennara \u00e1 eigi\u00f0 starf og hvernig \u00fea\u00f0 tengist starfskenningu \u00feeirra \u00fe.e.a.s. framkv\u00e6md, faglegri \u00feekkingu og si\u00f0fr\u00e6\u00f0i.<\/p>\n

Rannsakendur: Hafd\u00eds Gu\u00f0j\u00f3nsd\u00f3ttir og S\u00f3lveig Karvelsd\u00f3ttir<\/p>\n

Styrkt af: Ranns\u00f3knarsj\u00f3\u00f0i Kennarah\u00e1sk\u00f3la \u00cdslands<\/p>\n

Samvirkt n\u00e1m \u00fear sem allir f\u00e1 a\u00f0 nj\u00f3ta s\u00edn. 2005\u20132008<\/em><\/strong><\/p>\n

Tilgangur ranns\u00f3knarinnar, sem var starfendaranns\u00f3kn, var a\u00f0 safna g\u00f6gnum um reynslu kennara af \u00fev\u00ed a\u00f0 nota samvirkt n\u00e1m \u00ed kennslu. L\u00f6g\u00f0 var s\u00e9rst\u00f6k \u00e1hersla \u00e1 a\u00f0 sko\u00f0a hvernig \u00feeir koma til m\u00f3ts vi\u00f0 \u00f3l\u00edkar \u00fearfir nemenda. Markmi\u00f0i\u00f0 er a\u00f0 \u00ed lokin ver\u00f0i til efni er byggir \u00e1 fr\u00e6\u00f0ilegum grunni samvirks n\u00e1ms og framkv\u00e6md og reynslu kennara og kennaranema \u00ed starfi h\u00e9r \u00e1 \u00cdslandi.<\/p>\n

Rannsakendur: Hafd\u00eds Gu\u00f0j\u00f3nsd\u00f3ttir og Hrafnhildur S\u00e6varsd\u00f3ttir<\/p>\n

Styrkt af: Ranns\u00f3knarsj\u00f3\u00f0i Kennarah\u00e1sk\u00f3la \u00cdslands<\/p>\n

Kennslufr\u00e6\u00f0i sk\u00f3la \u00e1n a\u00f0greiningar. Undirb\u00faningur, n\u00e1m og kennsla.\u00a0<\/em><\/strong><\/p>\n

Erlent samstarfsverkefni rannsakenda fr\u00e1 \u00cdslandi og \u00c1stral\u00edu sem sko\u00f0a hvernig \u00feeir skipuleggja, kenna og vinna me\u00f0 kennaranemum og kennurum a\u00f0 sk\u00f3la \u00e1n a\u00f0greiningar. Markmi\u00f0i\u00f0 er a\u00f0 \u00fer\u00f3a n\u00e1mskei\u00f0 sem leggur \u00e1herslu \u00e1 \u00fatf\u00e6rslu kennslu og n\u00e1ms fj\u00f6lbreytts nemendah\u00f3ps. Ranns\u00f3knin byggir \u00e1 a\u00f0fer\u00f0um ranns\u00f3kna \u00e1 eigin starfi og hefur sta\u00f0i\u00f0 yfir fr\u00e1 \u00fev\u00ed hausti\u00f0 2004. Ni\u00f0urst\u00f6\u00f0ur hafa veri\u00f0 birtar \u00ed formi erinda og greinaskrifa.<\/p>\n

\u00der\u00f3unarverkefni og starfendaranns\u00f3knir:<\/strong><\/span><\/p>\n

Hafd\u00eds Gu\u00f0j\u00f3nsd\u00f3ttir og Matthildur Gu\u00f0mundsd\u00f3ttir (1998-1999). St\u00e6r\u00f0fr\u00e6\u00f0i og barnab\u00f3kmenntir.<\/em>\u00der\u00f3unarverkefni unni\u00f0 me\u00f0 a\u00f0fer\u00f0um starfendaranns\u00f3kna\u00a0 \u00fear sem sj\u00f6 kennarar t\u00f3ku \u00fe\u00e1tt. Sk\u00fdrslu skila\u00f0 til \u00der\u00f3unarsj\u00f3\u00f0s grunnsk\u00f3la. 30 bla\u00f0s\u00ed\u00f0ur\u00a0 (B\u00f3k bygg\u00f0 \u00e1 \u00feessu verkefni mun koma \u00fat s\u00ed\u00f0ari hluta \u00e1rsins 2002.)<\/p>\n

Hafd\u00eds Gu\u00f0j\u00f3nsd\u00f3ttir (1993-1995). Heildt\u00e6k sk\u00f3lastefna, sk\u00f3li \u00fear sem \u00f6ll b\u00f6rn eru bo\u00f0in velkomin og n\u00e1ms-og f\u00e9lagslegum \u00fe\u00f6rfum allra nemenda er m\u00e6tt.<\/em>Starfendaranns\u00f3kn me\u00f0 13 \u00fe\u00e1tttakendum (action research). Sk\u00fdrslum skila\u00f0 til \u00der\u00f3unarsj\u00f3\u00f0s grunnsk\u00f3la og Vonarsj\u00f3\u00f0s Kennarasambands \u00cdslands (B\u00f3kin: Sk\u00f3li fyrir alla. Listin a\u00f0 kenna \u00ed miki\u00f0 getubl\u00f6ndu\u00f0um bekk er m.a. bygg\u00f0 \u00e1 \u00feessarri vinnu, einnig \u00fdmsir fyrirlestrar og n\u00e1mskei\u00f0.)<\/p>\n

Hafd\u00eds Gu\u00f0j\u00f3nsd\u00f3ttir og J\u00f3hanna Valdimarsd\u00f3ttir (1990-1991) Endurskipulag s\u00e9rkennslunnar \u00ed L\u00e6kjarsk\u00f3la \u2013 <\/em>starfendaranns\u00f3kn me\u00f0 15 \u00fe\u00e1tttakendum. Sk\u00fdrslu var skila\u00f0 til Vonarsj\u00f3\u00f0s Kennarasambands \u00cdslands.<\/p>\n

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Ranns\u00f3knarverkefni\u00a0 Teacher Educators and teacher researchers collaborate: A self-study of teaching practices 2017\u20132020 The purpose of this research is to open up a forum for teachers as researchers of their practice in close collaboration with academic researchers. The aim is … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":518,"featured_media":0,"parent":67,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-87","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/uni.hi.is\/hafdgud\/wp-json\/wp\/v2\/pages\/87","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/uni.hi.is\/hafdgud\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/uni.hi.is\/hafdgud\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/uni.hi.is\/hafdgud\/wp-json\/wp\/v2\/users\/518"}],"replies":[{"embeddable":true,"href":"https:\/\/uni.hi.is\/hafdgud\/wp-json\/wp\/v2\/comments?post=87"}],"version-history":[{"count":11,"href":"https:\/\/uni.hi.is\/hafdgud\/wp-json\/wp\/v2\/pages\/87\/revisions"}],"predecessor-version":[{"id":287,"href":"https:\/\/uni.hi.is\/hafdgud\/wp-json\/wp\/v2\/pages\/87\/revisions\/287"}],"up":[{"embeddable":true,"href":"https:\/\/uni.hi.is\/hafdgud\/wp-json\/wp\/v2\/pages\/67"}],"wp:attachment":[{"href":"https:\/\/uni.hi.is\/hafdgud\/wp-json\/wp\/v2\/media?parent=87"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}