Hilde Wågsås Afdal

Hilde Wågsås Afdal

Avdeling for lærerutdanning

Førsteamanuensis Mobil: 975 66 558 Tlf. arbeid: 69608228 Kontornr.: Rom E1-054 contacts
Arbeidsområde:
Pedagogikk/lærerutdanning/profesjonsetikk/lærerprofesionalitet/læreplaner og høyere utdanningspolicy
Educational Science/Teacher Education/Teachers' Professional Scope of Action/Professional Ethics/ Higher Education Curriculum and Policy

Utdanning:

Grad:

Doktorgrad / Ph.D.
  • Doktorgrad:

    Afdal, H. W. (2012). Constructing knowledge for the teaching profession. A comparative analysis of policy making, curricula content, and novice teachers' knowledge relations in the cases of Finland and Norway. Dissertation for the Degree of PhD, University of Oslo. (No. 161)

  • Hovedfag/Master:

    Afdal, H. W. (2005). Higher Education and Identity. Effects on identity after studying abroad. The case of Bangladesh. Master thesis, Oslo University College, Oslo.   (No. 4)

Forskning:

Fag-/kompetanseområder:

  • Lærer- og lektorutdanning:

    1. Kunnskapsstrukturer, organisering av kunnskap og kunnskapsprosesser knyttet til læreres profesjonsutøvelse og lærerutdanning (Knowledge structures and knowledge processes in teacher edication and teaching practices)


    2. Læreplaner, offentlige dokumenter og policy processes knyttet tilo lærere og lærerutdanning (Curriculum and policy processes concering teacher education and the teaching profession)


    3. Komparative studier knyttet til lærerprofesjonen og lærerutdanning (comparative studies concerning the teaching profession and teacher education)


    4. Profesjonsetikk (Professional ethics)

Forskningsprogram/-prosjekter:

Horizontal governance and learning dynamics in higher education (HORIZON) 


This project examines the major changes in higher education dynamics both in terms of governance and learning processes, and the realtionship between the two. The project is funded through the Norwegian National Research Counsil


ETiPP 


Dette er et følgeforskningsprosjekt knyttet til Utdanningsforbundets implementering av Lærerprofesjonens etiske plattform


Cristin (Current Research Information System in Norway):

http://www.cristin.no/as/WebObjects/cristin.woa/wa/fres?sort=ar&pnr=6033&la=no&action=sok

Publikasjoner:

Afdal, H. W. (2004). Hvordan møter det norske samfunn høyere utdannede innvandrere - anerkjennelse eller stigmatisering? [How does the Norwegian Society Receive Immigrants with a Higher Education Degree, - Recognition or Stigmatization?]. Norsk Pedagogisk Tidskrift [Norwegian Journal of Education], 88(2/3), 115-127.


Afdal, H. W. (2005). Higher Education and Identity. Effects on identity after studying abroad. The case of Bangladesh. Master thesis, Oslo University College, Oslo. (No. 4)


Afdal, H. W., & Afdal, G. (2010). The hidden context: The dilemma of context in social and educational research. In S. Kvam, K. P. Knutsen & P. Langemeyer (Eds.), Textsorten Und Kulturelle Kompetenz: Interdisziplinare Beitrage Zur Textwissenschaft [Genre and Cultural Competance: An interdisciplinary Approach to the Study of Text]. München: Waxmann


Afdal, H. W. (2011). Profesjon som kunnskapskultur. In T. J. Karlsen (Ed.) [Profession as aknowledge culture], I Veiledning under nye vilkår. Skapende prosesser i møte mellom veileder og veisøker [Mentoring and new conditions. Creative processes in the Encounters between the mentor and the mentee]. Oslo: Gyldendal Norsk Forlag.


Afdal, H. W. (2012). Constructing knowledge for the teaching profession. A comparative analysis of policy making, curricula content, and novice teachers' knowledge relations in the cases of Finland and Norway. Dissertation for the Degree of PhD, University of Oslo. (No. 161)


Afdal, H. W. (2012). Knowledge in teacher education curricula: Examining differences between a research-based program and a general professional program. Nordic Studies in Education, 32(3/4), 245-261.


Afdal, H. W. (2013). Policy Making Processes with respect to Teacher Education in Finland and Norway. Higher Education 65(2), 167-180.


Afdal, H. W., & Nerland, M. (2014). Does teacher education Matter? An Analysis of Relations to Knowledge among Norwegian and Finnish Novice Teachers. Scandinavian Journal of Education, 58(3), 281-298.


Afdal, H. W. (2014): «Det gode og det rette i profesjonsutøvelsen – hvordan blir det til? Et diskursanalytisk blikk på utviklingen av den etiske plattformen for lærerprofesjonene» [The good and the right in professional practice – how does it come about? A discourse analytical perspective on development of an ethical platform for teachers], in Afdal, G., Røthing, Å., & Schjetne, E. «Etikk i pedagogiske praksiser. Bidrag til empirisk pedagogisk etikk» [Ethics in pedagogical practices. [Contributions to an empirical pedagogical ethics]. Oslo: Universitetsforlaget.


Afdal, H. W. (2014). Fra politikk til praksis - konstruksjon av læreres profesjonelle kunnskap. [From policy to practice – construction of teachers’ professional practice] Norsk Pedagogisk Tidskrift [Norwegian Journal of Education], 98(6), 469-481.


Afdal, H., Johannesen, N., Schjetne, E., Anker, T., & Afdal, G. (2015). Etikk i profesjonell praksis: Et følgeforskningsprosjekt knyttet til Utdanningsforbundets implementering av Lærerprofesjonens etiske plattform. [Ethics in professional practice: A process research project concerning the inplementation of Teachers’ Ethical Code in Norway]. Oppdragsrapport 2015:5, ISBN 82-78-25-442-7.


Schjetne, E., Afdal, H. W., Anker, T., Johannesen, N., & Afdal, G. (2016). Empirical Moral Philosophy and Teacher Education. Ethics and Education, Online First, 1-13. doi: http://dx.doi.org/10.1080/17449642.2016.1145498.


Afdal, H. W. (2016). “Research-based” and “Profession-oriented” as Prominent Knowledge Discourses in Curriculum Restructuring of Professional Programs. Higher Education, Online first DOI 10.1007/s10734-016-9998-7.


Johansen, G., & Afdal, H. W. (under review). Teacher Education and Lower Secondary School Curricula: Comparing Positions on Scientific Literacy.


Afdal, H. W., & Damsa, C. (In press). Research-based education - an exploration of interpretations in two professional higher education programmes. In Massen, P., Yates, L. & Nerland, M. Reconfiguring knowledge and knowledge policies for the purpose of Higher Education. To be published on Springer late 2016/early 2017.


Olson, J., Afdal, H., W. & Elken, M. (In press). Competing Logics in Learning Outcomes – The Cases of Teacher Education and Engineering Education. In Massen, P., Yates, L. & Nerland, M. Reconfiguring knowledge and knowledge policies for the purpose of Higher Education. To be published on Springer late 2016/early 2017.

Verv:

Styreverv:

2013- 2017  : Leder for avdelingstyret ved Avdeling for lærerutdanning, Høgskolen i Østfold [Leader of the elected board of the Department of Teacher Education, Østfold University College]

Råd og utvalg:

2015: Medlem av Rammeplanutvalget for grunnskolelærerutdanning på master nivå [Member of The National Framework Commitee for Development of Teacher Education at the Master Level]


2016: Medlem av komite for ekstern evaluering av Pilot i Nord, 5-årig master i grunnskolelærerutdanning. [Member of the external evaluation committee for the pilot implementing teacher education at master level]

2016- : Medlem av Lærerprofesjonens etiske råd [Member of the Norwegian National Ethical Advisory Board for the Teaching Profession]