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Hafdís Guðjónsdóttir - Professor Emerita
–
Hafdís Guðjónsdóttir
Íslenska
Professor Emerita
Pedagogy and Special Education
Location
Skipholt 37
Phone
525 - 5373
Email
hafdgud [at] hi.is
Unit
School of Education
Website
https://uni.hi.is/hafdgud/en/um-mig/
Curriculum Vitae
Hafdís Guðjónsdóttir - Curriculum Vitae
ORCID site
https://orcid.org/0000-0002-3161-1598
Research portal – Hafdís Guðjónsdóttir
Published works
2024
„Það var bara svo gaman að kenna“
Netla
Draumaskólinn
Netla
Entwicklung zur inklusiven Bildung in Island
21st century technology and editing an international journal
Teaching and Teacher Education
Lehrer* innenbildung für Inklusion in Island
2023
Enacting inclusive pedagogy in teacher education: creating a learning space for teachers to develop their professional identity
Inngangur að riti um grunnskólakennara
Netla
Teacher education for inclusion in Iceland
Discovering the Value of Ticket Out of Class as Critical Reflection and Formative Assessment: Self-Study in Teacher Education
Teacher Education for Inclusion
Self-Study of Experience to Understand Excessive Entitlement in Teachers and Educators
Educator and Students’ Equity and Agency During the Pandemic: An International Perspective
Framsækinn kennari sem hlúði að nemendum
Netla
Developing Interprofessional Collaboration: Learning Communities in Early Childhood Education and Care in Iceland
Development towards inclusive education in Iceland
Inclusive Pedagogy in Iceland between Behaviourism and Social Constructivism
2022
Collaboration in Self-Study to Foster Professional and Personal Agency
„Þetta eru allt nemendurnir okkar, ekki mínir eða þínir“
Gildi meistaraprófsverkefna fyrir fagmennsku uppeldisstétta: Reynsla útskrifaðra meistaranema
Netla
„Þú verður að hætta að drekka pepsí-max. Það á að drekka vatn“
Þróun eigin fagmennsku í skapandi starfi
Netla
2021
Tools for personalized learning-based teacher education
Heterogene Lerngruppen in Europa inklusionsorientiert unterrichten: Inspirierende Praktiken und Erkenntnisse aus Deutschland, Island, Litauen, Luxemburg, Schweden und Spanien
Hvernig verður „ríkisbangsinn flippaður“? List- og verkgreinakennarar á þremur skólastigum segja rýnisögur úr starfendarannsóknum sínum
Netla
Inquiring into practice and agency
Að þróa starf og hlutverk stuðningsfulltrúa í skóla fyrir alla
Glæður: Fagtímarit F.Í.S.
Writing Our Identities as Teacher Educators and Self-Study Researchers in Two Languages
Personalizuoto mokymo(si) koncepcijos taikymas universitetinėse studijose
Acta Paedagogica Vilnensia
2020
Self-Study Across Languages and Cultures
Cultivating Self-Study
´Dealing with diversity´
European Journal of Teacher Education
Personalized Learning within Teacher Education
Self-Study Methodology: An Emerging Approach for Practitioner Research in Europe
Editorial:Transition
Teaching and Teacher Education
2019
‘I am just talking and talking. I have to stop, but this is so funny’:
Policies for inclusionin Iceland: Possibilities and Challenges
Cultivating Self-Study
Self-Study as a Pathway to Integrate Research Ethics and Ethics in Practice
Raddir margbreytileikans : sögur úr skólastarfi
Working together for the inclusion of immigrant pupils: A case study of a rural community in Iceland
Education in the North
Responsive teachers in inclusive practices
Policies for Inclusion in Iceland: Possibilities and Challenges
Cultivating Self-Study - Journal
Teaching Diverse Learners in Europe:
Responsive Teachers in Inclusive Practices
Creating a space for teachers to reflect on their learning and become empowered as professionals
Cultivating Self-Study
Inclusive Teacher Education Pedagogy
2018
Trapped in the needs paradigm
The Story of My Teaching: Constructing Learning Spaces for Diverse Pupils
Breaking Free from the Needs Paradigm: A Collaborative Analysis of Inclusion
Studying Teacher Education
Að vinna meistaraprófsverkefni í námssamfélagi nemenda og leiðbeinenda
Icelandic Journal of Education
Research methodologies for a culturally diverse educational context
Trapped in the needs paradigm
Enacting ethical frameworks in self-study: Dancing on the line between student agency and institutional demands
A story of my teaching: Constructing learning spaces for diverse pupils
2017
Collaborative Supervision: Using Core Reflection to Understand Our Supervision of Master’s Projects
The Evolution of Framing Professional Learning
Generating Responsive Pedagogy in Inclusive Practice
It is important to look into own practice
Collaborative Supervision: Using Core Reflection to Understand Our Supervision of Master’s Projects
Responsive teachers in inclusive practices.
Collaborative Supervision: Using Core Reflection to Understand Our Supervision of Master’s Projects
The Fire of Transformation:
From the Beginning to the Future
2016
Leadership and diversity in icelandic schools
Nordic Studies in Education
"There is always something new after nine":
Cursiv
“You don't have to turn off my candle so that yours shines brighter”
Emancipatory pedagogy for inclusive practices, enacting self-study as methodology
Inclusive education, pedagogy and practice
Námsrými byggð á auðlindum nemenda
Netla
2015
Using Self-Study to Develop a Third Space for Collaborative Supervision of Master's Projects in Teacher Education
Studying Teacher Education
Non-stigmatized images of immigrant students during and post-research period:
Creating meaningful learning opportunities online
Occasional Paper Series
Confronting the Hearing Teacher in Deaf Education
Learning spaces built on students‘ resources
Mathematics teachers responding to children’s resources to create learning for all
2014
The development of a school for all in Iceland
Collaborative supervision of master‘s projects:
Professional identities of teachers with an immigrant background
Netla
Immigrant teachers in Iceland and Finland: Successes and contributions
The International Journal of Education for Diversities
2013
Teachers’ voices
2012
Háskólakennarar rýna í starf sitt
Netla
Preparing teachers to teach diverse group of learners in a changing world
On fire for teacher education: Enacting active scholarship
Skóli án aðgreiningar og kennaramenntun
Tímarit um menntarannsóknir
Self-study of a Professional Organization in Pursuit of a Shared Enterprise
Studying Teacher Education
Háskólakennarar rýna í starf sitt
2011
Rýnt í vinnubrögð starfendarannsókn: Hinar ólíku leiðir við gagnaöflun
Rýnt í vinnubrögð starfendarannsókn: Hinar ólíku leiðir við gagnaöflun
Netla
Teachers voices: The professional lives of Icelandic teachers
Team-teaching about Mathematics for all. Collaborative self-study
2010
Hvernig látum við þúsund blóm blómstra?
Netla
Raddir kennara sem kenna fjölbreyttum nemendahópum
Netla
Preparing and supporting teachers of mathematics to become special for all
Developing team-teaching through self-study.
Hvernig látum við þúsund blóm blómstra?
Netla
Hvernig látum við þúsund blóm blómstra?
Raddir kennara sem kenna fjölbreyttum nemendahópum
Raddir kennara sem kenna fjölbreyttum nemendahópum
Netla
Passionate voices: The public and private discourse of Self-Study in 2010 and the future
2009
Fjölbreytt nám í skóla án aðgreiningar
Látum þúsund blóm blómstra: stefnumörkun um skóla án aðgreiningar
Uppeldi og menntun
Fjölmenning og kennslufræði?
Mathematics for all: Working with teachers
Raddir grunnskólakennara
2008
Grunnskólaganga: einstaklingsmiðað nám
2007
Transformative pathways
Journal of Research on Technology in Education
Mathematics for all: Preparing teachers to teach in iclusive classrooms
Preparing teachers to teach all children mathematics
Kennarar eru á mörkum gamalla tíma og nýrra: Þróun námskeiðs um stærðfræðikennslu fyrir alla
Netla
2006
Teaching all children mathematics: How self-study made a difference
Parallel Engagements: Self-Study of Active Group Practice with Educators
Developing a Course on Inclusive Education for Graduate Students: Praxis Inquiry in Teacher Education
Transformative pathways
2005
Researching with Teachers: Making Responsive Professional Practice Visible (and Viable)
2004
Kennarar ígrunda og rannsaka eigið starf
Tímarit um menntarannsóknir
How are teachers prepared to teach students with learning disabilities in mathematics?
How are special education teachers prepared to teach mathematics?
Revisioning and recreating practice: Collaboration in self-study
Responsive teachers confront inclusion
2003
Responsive Professional Educators
Nordisk tidsskrift for pedagogikk og kritikk
2000
Framing professional discourse with teachers: Professional working theory
Keywords for Specialisation:
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