Kari Iren Spernes

Norwegian version of this page Department of Education, ICT and Learning

Norwegian version of this page Position

Professor

Contact

+4791721178

kari.i.spernes@hiof.no

Study place

Halden

Office nr.

E1-054

Academic interests

language and identity
bilingual teachers
multicultural education
international education
research based teacher education
students as co-researchers

Courses taught

Primary and Lower Secondary Teacher Education

Background

I have work experiences as teacher in primary and lower secondary school (1983-2006) and have been a teacher educator since 2006.

Academic bacground is master in Multicultural and International Education and research related to my academic interests.

International Partners

Cultur and Multilingualism, Moi University, Kenya
Integration network, Örebro University, Sweden

Fjeld, Hilde Sofie & Spernes, Kari Iren (2023). Bilingual Teachers' Professional Capital. International Journal of Inclusive Education. ISSN 1360-3116. doi: 10.1080/13603116.2023.2255602.
Bjordal, Fred Rune & Spernes, Kari Iren (2023). Managing compulsory school experiences and educational theory as a basis for student teachers’ reflections. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2023.2228825.
Häbler, Camilla & Spernes, Kari Iren (2023). “The novel has simply made me more aware of how I meet other people” – attitude awareness in intercultural education. Intercultural Education. ISSN 1467-5986. doi: 10.1080/14675986.2023.2213672.
Spernes, Kari Iren & Grinderud, Kristine Charlotte (2022). «Jeg gleder meg til å bli kalt en ungdomsskoleelev». Barneskoleelevers forventninger. In Maugesten, Marianne & Spernes, Kari Iren (Ed.), Overganger i skolen. Fra barnetrinnet til ungdomstrinnet.. Universitetsforlaget. ISSN 978-82-15-06093-4. p. 139–152.
Spernes, Kari Iren (2022). «Klar til å fly». Ungdomsskoleelevers erfaringer. In Maugesten, Marianne & Spernes, Kari Iren (Ed.), Overganger i skolen. Fra barnetrinnet til ungdomstrinnet.. Universitetsforlaget. ISSN 978-82-15-06093-4. p. 153–166.
Ludvigsen, Ar; Maugesten, Marianne & Spernes, Kari Iren (2022). Utfordringer i matematikkfaget for minoritetsspråklige elever med kort botid i Norge. In Maugesten, Marianne & Spernes, Kari Iren (Ed.), Overganger i skolen. Fra barnetrinnet til ungdomstrinnet.. Universitetsforlaget. ISSN 978-82-15-06093-4. p. 125–138.
Afdal, Hilde Wågsås; Spernes, Kari Iren & Hoff-Jenssen, Reidun (2022). Academic reading as a social practice in higher education. Higher Education. ISSN 0018-1560. doi: 10.1007/s10734-022-00893-x. Full text in Research Archive
Fjeld, Hilde Sofie & Spernes, Kari Iren (2021). Hjemmeundervisning under koronapandemien - et elevperspektiv. Paideia - Tidsskrift for professionel pædagogisk praksis. ISSN 1904-9633. p. 45–54.
Spernes, Kari Iren (2021). Lærerstudenters bevisstgjøring av sammenhengen mellom begrepsbruk og oppfattet annerledeshet. . Nordisk tidsskrift for pedagogikk og kritikk. ISSN 2387-5739. 7, p. 240–254. doi: 10.23865/ntpk.v7.2204. Full text in Research Archive
Spernes, Kari Iren & Afdal, Hilde Wågsås (2021). Scientific methods assignments as a basis for developing a profession-oriented inquiry-based learning approach in teacher education. European Journal of Teacher Education. ISSN 0261-9768. doi: 10.1080/02619768.2021.1928628. Full text in Research Archive
Spernes, Kari Iren & Ruto-Korir, Rose C. (2021). Multilingualism and curriculum: A study of how multilingual learners in rural Kenya use their languages to express emotions. International Journal of Educational Development. ISSN 0738-0593. 81. doi: 10.1016/j.ijedudev.2020.102328. Full text in Research Archive
Spernes, Kari (2020). The transition between primary and secondary school: a thematic review emphasising social and emotional issues. Research Papers in Education. ISSN 0267-1522. doi: 10.1080/02671522.2020.1849366. Full text in Research Archive
Spernes, Kari Iren (2020). The transition between primary and secondary school: a thematic review emphasising social and emotional issues. Research Papers in Education. ISSN 0267-1522. p. 1–18. doi: 10.1080/02671522.2020.1849366.
Spernes, Kari Iren & Fjeld, Hilde Sofie (2020). “Nobody Notices You, So You Are Invisible”: Recognition of Bilingual Teachers in Schools. Scandinavian Journal of Educational Research. ISSN 0031-3831. 64(6), p. 1–13. doi: 10.1080/00313831.2020.1833239.
Spernes, Kari Iren (2019). Kulturelt mangfold i videregående skole. In Lyngsnes, Kitt Margaret & Rismark, Marit (Ed.), Yrkesopplæring. Gyldendal Akademisk. ISSN 9788205521025. p. 44–67.
Afdal, Hilde Wågsås & Spernes, Kari Iren (2018). Designing and Redesigning Research-based Teacher Education. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 74, p. 215–228. doi: 10.1016/j.tate.2018.05.011.
Spernes, Kari Iren & Ruto-Korir, Rose C. (2018). Medium of instruction in school: The indigenous language, the national language or the official language? A case study from multilingual deep rural Kenya. Journal of African Languages and Linguistics. ISSN 0167-6164. 39(1), p. 41–64. doi: 10.1515/jall-2018-0002. Full text in Research Archive
Spernes, Kari Iren (2017). Kulturelt mangfold i skolen. In Lyngsnes, Kitt & Rismark, Marit (Ed.), Didaktisk praksis 5.-10.trinn. Gyldendal Akademisk. ISSN 9788205500617. p. 119–138.
Spernes, Kari Iren & Fjeld, Hilde Sofie (2017). Vilje, men manglende handlekraft – skolelederes forståelse av tospråklige faglæreres plass i skolens læringsfellesskap. Acta Didactica Norge. ISSN 1504-9922. 11(2), p. 1–20. doi: 10.5617/adno.4334. Full text in Research Archive
Spernes, Kari Iren (2016). Immigrant Student Teachers as Co-researchers. International Journal of Learning, Teaching and Educational Research (ILJTER). ISSN 1694-2493. 15(11), p. 1–15.
Fjeld, Hilde Sofie & Spernes, Kari Iren (2015). Ingen jevnbyrdighet, tross gode intensjoner: vilkår for samarbeid mellom klasselærere og tospråklige lærere. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 99(3-4), p. 233–243. Full text in Research Archive
Spernes, Kari Iren (2014). En anerkjennende skole? - Elever med innvandrerbakgrunn og deres skoleerfaringer. In Afdal, Geir; Røthing, Åse & Schjetne, Espen (Ed.), Empirisk etikk i pedagogiske praksiser : artikulasjon, forstyrrelse, ekspansjon. Cappelen Damm Akademisk. ISSN 978-82-02-45738-9. p. 177–199.
Spernes, Kari Iren (2014). Skolens betydning for den lave andelen av ungdom med innvandrerbakgrunn i lærerutdanningen. Tidsskrift for ungdomsforskning. ISSN 1502-7759. 14(2), p. 3–27.
Spernes, Kari Iren (2012). 'I use my mother tongue at home and with friends - not in school!' Multilingualism and identity in rural Kenya. Language, Culture and Curriculum. ISSN 0790-8318. 25(2), p. 189–203. doi: 10.1080/07908318.2012.683531.
Spernes, Kari Iren (2011). "I buy paraffin so he can read in the evening” – a study from Kenya about parental involvement in school. International Journal about Parents in Education. ISSN 1973-3518. 5(1), p. 24–35.
Spernes, Kari & Karlsen, Thorbjørn J. (2009). Kommunikasjon og samspill - betydning for læring. In Svanberg, Ray Cato & Wille, Hans Petter (Ed.), La stå! Læring - på vei mot den profesjonelle lærer. Gyldendal Akademisk. ISSN 978-82-05-39180-2. p. 272–301.
Spernes, Kari (2009). Læring i en skole preget av mangfold. In Svanberg, Ray Cato & Wille, Hans Petter (Ed.), La stå! Læring - på vei mot den profesjonelle lærer. Gyldendal Akademisk. ISSN 978-82-05-39180-2. p. 243–271.

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Maugesten, Marianne & Spernes, Kari Iren (2022). Overganger i skolen. Fra barnetrinnet til ungdomstrinnet. Universitetsforlaget. ISBN 978-82-15-06093-4. 254 p.
Spernes, Kari Iren (2020). Den flerkulturelle skolen i bevegelse – teoretiske og praktiske perspektiver. Gyldendal Norsk Forlag A/S. ISBN 9788205530461. 279 p.
Spernes, Kari Iren & Hatlem, Marianne (2019). Den flerkulturelle barnehagen i bevegelse. Teoretiske og praktiske perspektiver. 2. utg. Gyldendal Akademisk. ISBN 978-82-05-52525-2. 268 p.
Hatlem, Marianne & Spernes, Kari Iren (2013). Den flerkulturelle barnehagen i bevegelse: teoretiske og praktiske perspektiver. Gyldendal Akademisk. ISBN 978-82-05-44677-9. 273 p.
Spernes, Kari Iren (2012). Den flerkulturelle skolen i bevegelse - teoretiske og praktiske perspektiver. Gyldendal Akademisk. ISBN 978-82-05-42259-9. 259 p.

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Häbler, Camilla & Spernes, Kari Iren (2024). Perspective-Taking through Fiction - Possibilities for future teachers to gain insight into diversity.
Bjordal, Fred Rune & Spernes, Kari Iren (2022). Lærerstudenters erfaring fra egen grunnskoletid som grunnlag for refleksjon om klasseledelse.
Maugesten, Marianne & Spernes, Kari Iren (2022). Samarbeid er stikkordet. En oppsummering . In Maugesten, Marianne & Spernes, Kari Iren (Ed.), Overganger i skolen. Fra barnetrinnet til ungdomstrinnet.. Universitetsforlaget. ISSN 978-82-15-06093-4. p. 245–248.
Maugesten, Marianne & Spernes, Kari Iren (2022). Overgangen mellom barnetrinnet og ungdomstrinnet. Mange endringer i elevens liv. In Maugesten, Marianne & Spernes, Kari Iren (Ed.), Overganger i skolen. Fra barnetrinnet til ungdomstrinnet.. Universitetsforlaget. ISSN 978-82-15-06093-4. p. 15–22.
Afdal, Hilde Wågsås; Spernes, Kari Iren & Hoff-Jenssen, Reidun (2022). Akademisk lesing som sosial praksis.
Spernes, Kari Iren; Bjørnstad, Gunhild Brænne & Jacobsen, Kjersti Berggraf (2022). Understanding culture.
Häbler, Camilla & Spernes, Kari Iren (2022). Fiction's contribution to multicultural teacher education.
Häbler, Camilla & Spernes, Kari Iren (2022). Skjønnlitteraturens bidrag i emnet Flerkulturell pedagogikk.
Spernes, Kari Iren (2022). Klar for å fly - ungdomsskoleelevers erfaringer med overgangen fra barnetrinnet til ungdomstrinnet.
Ludvigsen, Ali Reza; Maugesten, Marianne & Spernes, Kari Iren (2022). Utfordringer i matematikkfaget for minoritetsspråklige elever med kort botid i Norge.
Spernes, Kari Iren & Fjeld, Hilde Sofie (2021). Tospråklige læreres arbeidssituasjon.
Spernes, Kari Iren (2021). Concepts create reality - student teachers reflections.
Spernes, Kari Iren (2021). Bilingual Teacher's Professional Capital.
Hoff-Jenssen, Reidun; Afdal, Hilde Wågsås & Spernes, Kari Iren (2018). Critical reading as a social activity for the purpose of academic and professional learning in teacher education .
Fjeld, Hilde Sofie & Spernes, Kari Iren (2018). Bilingual teachers’ professional identity.
Spernes, Kari Iren (2017). Bevisstgjøring av egne fordommer.
Spernes, Kari Iren (2017). Studentdeltakelse i FOU-prosjekt.
Spernes, Kari Iren & Fjeld, Hilde Sofie (2017). Vilje, men manglende handlingskraft .
Hoff-Jenssen, Reidun; Fjeld, Hilde Sofie & Spernes, Kari Iren (2017). Kulturforståelse i organisasjoner og mellom mennesker.
Spernes, Kari Iren (2017). «Chilly Norway» - verdens lykkeligste folk. Fredrikstad Blad.
Spernes, Kari Iren (2017). Holdninger og handlinger i et flerkulturelt arbeidsmiljø.
Spernes, Kari Iren (2017). Kulturelt mangfold i barneskolen. In Lyngsnes, Kitt & Rismark, Marit (Ed.), Didaktisk praksis 1. - 7. trinn. Gyldendal Akademisk. ISSN 978-82-05-50060-0. p. 89–109.
Afdal, Hilde Wågsås & Spernes, Kari Iren (2015). Research-based teacher education. Research methods as boundary objects.
Maugesten, Marianne; Spernes, Kari Iren; Jacobsen, Kjersti Berggraf & Holt Jensen, Brit Hellen (2015). HiØ og forholdet til praksisfeltet.
Spernes, Kari Iren (2014). Anerkjennelse av Mangfold.
Spernes, Kari Iren (2014). Anerkjennelse i mangfold.
Spernes, Kari Iren (2014). "Blikket" viktig for å unngå stigmatisering. Fredrikstad Blad.
Spernes, Kari Iren (2013). Integrering. [Radio]. NRK P1.
Spernes, Kari Iren (2013). K'en foran RLE kan skade integreringen. Fredriksstad Blad.
Spernes, Kari Iren (2012). Parental involvement in school in rural Kenya.
Spernes, Kari Iren (2012). Children in rural Kenya their opinion about mother tongue and school language.
Spernes, Kari Iren (2014). TREKANTSAMARBEIDTrekantsamarbeid. Bedre utbytte av tospråklig fagopplæring – et prosjekt mellom Kjølberg og FRIS. Egen utgivelse, publisert på NAFOs nettsider 13. aug 2014: http://nafo.hioa.no/?s=trekantsamarbeid.

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Published June 12, 2018 4:21 PM - Last modified June 15, 2021 8:45 AM