Kari Iren Spernes

• Häbler, Camilla & Spernes, Kari Iren (2026). Perspective-taking through fiction: possibilities for future teachers to gain insight into diversity. Journal of Curriculum Studies. ISSN 0022-0272. doi: 10.1080/00220272.2026.2649137. Full text in Research Archive Show summary

  Diversity is a common school feature, and according to UNESCO, teachers have to develop knowledge that prepares them to deal with it. This study aimed to explore how reading novels addressing diversity can provide preservice teachers the opportunity to gain insight into new perspectives and how such perspective-taking may be analyzed in the light of transactional theory. The data consist of preservice teachers’ assignments related to the curriculum of an intercultural studies course in a teacher education programme. Preservice teachers read novels that broach diversity, followed by completing a three-part assignment: 1) written reflection, 2) group conversation between preservice teachers who read the same novel and 3) group conversation between preservice teachers who read different novels. We found that the novels were an invitation for the preservice teachers to see themselves from the outside and enabled taking others’ perspectives. We argue that transactional theory is useful for understanding the value of preservice teachers’ perspective-taking through reading and discussing a novel. The findings indicated the value of incorporating fiction into teacher education curricula.

• Spernes, Kari Iren & Fylkesnes, Sandra (2026). Activating prejudice awareness in teacher education to foster critical reflections: an analysis of a student-centred assignment. Cogent Education. 13(1). doi: 10.1080/2331186X.2025.2602280. Full text in Research Archive Show summary

  In this article, we argue that raising preservice teachers’ awareness of their own prejudices may serve as an initial step towards more critically informed and socially just pedagogical decisions in future classrooms. We explore how a student-centred assignment in teacher education can activate implicit prejudice against marginalised groups. Data was collected from 32 groups across three teacher education programmes. In the assignment, preservice teachers were asked to rank potential tenants for a basement apartment. Each tenant was described using ambiguous identity markers, often associated with housing discrimination. The aim was to trigger implicit prejudice and ultimately reduce it. Using critical theory for social justice and theories of prejudice, our analysis shows that none of the identity markers led to positive associations. However, some markers (substance abuse, mental health issues, Nazi affiliation, Roma identity, youth and families with small children) triggered negative prejudice. Preservice teachers moreover highlighted the limited information provided, feelings of trust, safety, and control and morality as factors influencing their ranking. We conclude that the preservice teachers, through the assignment, developed an awareness of their prejudice towards vulnerable groups in society.

• Maugesten, Marianne & Spernes, Kari Iren (2025). Motivasjon for egen forskning i et førstelektoropprykk. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 48(4), p. 258–258. doi: 10.18261/uniped.48.4.3. Full text in Research Archive
• Häbler, Camilla & Spernes, Kari Iren (2025). Multicultural fiction in education: possibilities for preservice teachers’ empathetic responses. Teachers and Teaching: theory and practice. ISSN 1354-0602. p. 1–15. doi: 10.1080/13540602.2025.2582076. Full text in Research Archive Show summary

  This study is part of a longitudinal research project exploring the role of fiction in teacher education. We examine how preservice teachers reflect on multicultural fiction set outside their own culture and time, and whether their empathetic responses to such fiction can be applied to their future students. The data consist of individual written reflections and group conversations from preservice teachers who were assigned to read and discuss To Kill a Mockingbird by Harper Lee. This novel presents a social context that preservice teachers were not familiar with. The analysis reveals that engaging with multicultural fiction allowed preservice teachers to reflect on diverse people and events in an unfamiliar context, helping them to immerse themselves in this context. Additionally, the preservice teachers developed emotional connections with the characters. Our findings suggest that engaging with multicultural fiction can enhance preservice teachers’ capacity to cultivate empathy in their future classrooms, highlighting its value as an educational tool for future teachers.

• Spernes, Kari Iren; Bjørnstad, Gunhild Brænne; Jacobsen, Kjersti Berggraf & Chang'ach, John Koskey (2025). Navigating the curriculum and languages in Kenyan education: Empowering preservice teachers in a multilingual context. International Journal of Educational Development. ISSN 0738-0593. 117. doi: 10.1016/j.ijedudev.2025.103377. Full text in Research Archive
• Spernes, Kari Iren; Jacobsen, Kjersti Berggraf & Hof, Jocelyne Von (2025). Skal vi snakke om hudfarge? Et bærekraftsprosjekt med bildebøker i barnehagen. In Spernes, Kari Iren & Maugesten, Marianne (Ed.), Samarbeid for bærekraftig utvikling - Prosjekter i barnehage og skole. Universitetsforlaget. ISSN 9788215066615. p. 58–76. Full text in Research Archive
• Spernes, Kari Iren; Bjørnstad, Gunhild Brænne; Jacobsen, Kjersti Berggraf & Chang´ach, John Koskey (2025). Navigating the curriculum and languages in Kenyan education: Empowering preservice teachers in a multilingual context. International Journal of Educational Development. ISSN 0738-0593. 117. doi: 10.1016/j.ijedudev.2025.103377. Full text in Research Archive
• 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. Full text in Research Archive
• 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. Full text in Research Archive
• 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. Full text in Research Archive
• 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 Show summary

  In this study, an undergraduate teacher education course is used to explore whether and how academic reading seminars refect the theoretical notion of academic literacies and provide a learning environment for developing academic and professional learning and engagement. The data analyzed in this article are transcribed recordings of small group activities where students discuss scientifc articles based on a template. First, our empirical analysis shows that the use of the template facilitated dialogical discussions and the development of a cognitive skillset and disciplinary categories when used in a social setting. Second, we found that the most challenging part of designing a reading practice related to the academic literacies tradition was fostering a dialogical environment for discussing the validity of fndings across diferent contexts and provide for discussions encompassing complexity, nuances, and meaning making. We found traces of such discussions in all the transcripts; however, many examples were in a premature stage. The paper concludes with a discussion on, and some suggestions for, further development of the template used in the reading seminars.

• 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 9788215060934. p. 125–138. Full text in Research Archive
• 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 9788215060934. p. 153–166. Full text in Research Archive
• 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 9788215060934. p. 139–152. 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. 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 Show summary

  Numerous studies emphasise the contribution of inquiry-based learning approaches to positive learning outcomes for students; however, in this study, we explore how a scientific methods assignment may qualify as a profession-oriented, inquiry-based learning approach in teacher education. The paper presents analysis of student teachers’ reports on a scientific methods assignment completed during their fifth school placement. The student teachers were each required to conduct a focus group interview with a group of pupils. The overall aim of the assignment was to integrate aspects of inquiry-based learning and a profession-oriented approach. Our analysis demonstrates that the scientific methods assignment qualifies in some ways as a profession-oriented, inquiry-based learning assignment. However, several aspects of the assignment need to be improved and further developed to optimise its potential. The paper is concluded with some suggestions for further developments.

• Spernes, Kari Iren (2021). Lærerstudenters bevisstgjøring av sammenhengen mellom begrepsbruk og oppfattet annerledeshet. Nordisk tidsskrift for pedagogikk og kritikk. 7, p. 240–254. doi: 10.23865/ntpk.v7.2204. Full text in Research Archive Show summary

  Selv om skolens verdigrunnlag bygger på likeverd mellom elevene og nulltoleranse for diskriminering, er diskriminering av minoriteter likevel et problem i skolen. Dette tilsier at lærerutdanningene må jobbe aktivt med holdningsskapende arbeid. Hensikten med denne artikkelen er å undersøke hvorvidt en oppgave om begrepsbruk kan bevisstgjøre grunnskolelærerstudenter hvordan begrepene som brukes kan bidra til generalisering og stereotypisering. Et omdreiningspunkt i analysen er hvordan generalisering, stereotypisering og mulige fordommer kommer til uttrykk gjennom refleksjon rundt begrepene ‘foreldre’ og ‘innvandrerforeldre’. Resultatene viser at studentenes assosiasjoner er svært ulike avhengig av hvilket begrep de har reflektert rundt. De studentgruppene som fikk begrepet foreldre knytter sine assosiasjoner i hovedsak til foreldrerollen, mens gruppene som fikk begrepet innvandrerforeldre relaterer sine assosiasjoner i hovedsak til disse foreldrenes språklige og/eller kulturelle bakgrunn. Med utgangspunkt i begrepene er studentene også på ulikt vis opptatt av utfordringer i skole–hjemsamarbeidet. Datamaterialet som artikkelen bygger på, er resultatene fra selve studentoppgaven samt lærerstudentenes refleksjoner etter at de har blitt presentert for resultatene fra oppgaven.

• 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 Show summary

  This study is part of a larger project related to multilingualism and education in rural Kenya. We examine how Grade 8 learners use their three languages (Nandi, Swahili, and English) when they discuss experiences elicited by two short video clips representing happiness and sadness as basic emotions. Previous research indicates that use of the mother tongue is preferred for expressing feelings; however, we find that learners neither prefer their indigenous language nor convey the most fluent emotional stories in this language. We problematise this finding, and further discuss the connection between school languages and intention within the national curriculum.

• 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. 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 Show summary

  The purpose of this review study was to conduct a thematic exploration of prior studies related to the transition between primary and secondary school. The aim of the paper was to discover (1) the extent of earlier research, (2) how earlier research thematises social and emotional issues, and (3) suggestions of those studies concerning how to improve schools. Searches were conducted across four international databases of peer-reviewed research to identify articles published in the last decade on the topic 'transition between primary and secondary school’. Articles related to social and emotional issues were further selected, and thematic analysis was conducted on the selected 29 articles to identify the topical focus. This review study draws attention to the importance of understanding challenges related to the transition between primary and secondary school. Overall, the analysed studies indicate that this is an important focus for educational research. Key issues related to support and wellbeing/bullying have emerged, which clarify the importance of further research in this field. The present study may also contribute to increasing awareness among policy makers and school leaders of the challenges related to the transition between primary and secondary school.

• 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. Full text in Research Archive
• Spernes, Kari Iren (2019). Kulturelt mangfold i videregående skole. In Lyngsnes, Kitt Margaret & Rismark, Marit (Ed.), Yrkesopplæring. Gyldendal Akademisk. ISSN 9788205521025. p. 44–67. Full text in Research Archive
• 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. Full text in Research Archive
• 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. Full text in Research Archive
• Spernes, Kari Iren & Fjeld, Hilde Sofie (2017). Vilje, men manglende handlekraft – skolelederes forståelse av tospråklige faglæreres plass i skolens læringsfellesskap. Acta Didactica Norge. 11(2), p. 1–20. doi: 10.5617/adno.4334. Full text in Research Archive Show summary

  Artikkelen undersøker hvilken verdi skoleledere tillegger tospråklig fagopplæring og hvilken betydning dette har for tospråklige faglæreres deltakelse i skolens læringsfellesskap. Minoritetsspråklige elever har, ved behov, rett til tospråklig fagopplæring av lærere som behersker elevenes førstespråk. Tidligere undersøkelser viser at tospråklige faglærere i liten grad får mulighet til å bidra i planleggingen av læringsarbeidet i skolen og at samarbeid mellom tospråklige faglærere og klasselærere er mangelfullt eller ikke-eksisterende. Vi finner det verdifullt å undersøke skolelederes engasjement innenfor dette feltet. Artikkelen er basert på en studie som ser på sammenhengen mellom skolelederes kunnskap om og forståelse for skolens tospråklige fagopplæring og deres tilretteleggelse for de tospråklige faglæreres deltakelse i skolens kollektive læringsfellesskap. Studien er gjennomført i en stor norsk kommune i Sør-Norge, og det er foretatt intervjuer med kommunens skolesjef, rektor for kommunens tospråklige faglærere og de ungdomsskolerektorene som oppga at de hadde tospråklige faglærere. Undersøkelsen viser at skolelederne vier tospråklig fagopplæring lite oppmerksomhet og at det er dårlig samsvar mellom uttalte verdier og bruksverdier, altså mellom det skoleledere sier de er opptatt av og det de faktisk viser i praksis. Det er mye som tyder på at både skoleeier og skoleledere kan utnytte ressursene til tospråklig fagopplæring langt bedre dersom dette arbeidet gis større prioritet i kommunen og på skolene.

• 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. Full text in Research Archive
• Fjeld, Hilde Sofie & Spernes, Kari Iren (2015). Ingen jevnbyrdighet, tross gode intensjoner. En studie om vilkår for samarbeid mellom klasselærere og tospråklige lærere. Norsk pedagogisk tidsskrift. ISSN 0029-2052. Full text in Research Archive Show summary

  Klasselærere og tospråklige lærere skal sammen bidra til best mulig opplæring for minoritetsspråklige elever. Det er imidlertid mye som tyder på at samarbeidet er vanskelig. Forklaringsfaktorer kan blant annet være tospråklige læreres kulturelle kapital og måten tospråklig opplæring organiseres på. Denne teksten søker å belyse vilkår for samarbeid mellom klasselærere og tospråklige lærere på en barneskole hvor tospråklige lærere ble anerkjent som en stor ressurs, og hvor strukturelle rammer for samarbeid ble lagt til rette. Vi finner at det, til tross for gode intensjoner og praktisk tilrettelegging, er utfordringer knyttet til et jevnbyrdig samarbeid. Data fra observasjoner og fokusgruppeintervjuer av begge lærergrupper analyseres i lys av begreper fra Bourdieus og Wengers teorier. Publisert versjon: http://www.idunn.no/npt/2015/03/

• 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). Skolens betydning for den lave andelen av ungdom med innvandrerbakgrunn i lærerutdanningen. Tidsskrift for ungdomsforskning. ISSN 1502-7759. 14(2), p. 3–27. 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 9788202457389. p. 177–199. Full text in Research Archive
• 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. Full text in Research Archive
• 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. 5(1), p. 24–35. Full text in Research Archive
• 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 9788205391802. p. 272–301. Full text in Research Archive
• 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 9788205391802. p. 243–271. Full text in Research Archive

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• Spernes, Kari Iren & Maugesten, Marianne (2025). Samarbeid for bærekraftig utvikling - Prosjekter i barnehage og skole. Universitetsforlaget. ISBN 9788215066615. 272 p. Full text in Research Archive
• Maugesten, Marianne & Spernes, Kari Iren (2022). Overganger i skolen. Fra barnetrinnet til ungdomstrinnet. Universitetsforlaget. ISBN 9788215060934. 254 p. Full text in Research Archive
• Spernes, Kari Iren (2020). Den flerkulturelle skolen i bevegelse – teoretiske og praktiske perspektiver. Gyldendal Norsk Forlag A/S. ISBN 9788205530461. 279 p. Full text in Research Archive
• Spernes, Kari Iren & Hatlem, Marianne (2019). Den flerkulturelle barnehagen i bevegelse. Teoretiske og praktiske perspektiver. 2. utg. Gyldendal Akademisk. ISBN 9788205525252. 268 p. Full text in Research Archive
• Hatlem, Marianne & Spernes, Kari Iren (2013). Den flerkulturelle barnehagen i bevegelse: teoretiske og praktiske perspektiver. Gyldendal Akademisk. ISBN 9788205446779. 273 p. Full text in Research Archive
• Spernes, Kari Iren (2012). Den flerkulturelle skolen i bevegelse - teoretiske og praktiske perspektiver. Gyldendal Akademisk. ISBN 9788205422599. 259 p. Full text in Research Archive

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• Maugesten, Marianne; Ramberg, Lin Elisabet Sandhaug & Spernes, Kari Iren (2025). Entreprenøriell master ved Høgskolen i Østfold. Full text in Research Archive
• Häbler, Camilla & Spernes, Kari Iren (2025). Kritisk bevissthet gjennom film i lærerutdanningene. Full text in Research Archive
• Bjørnstad, Gunhild Brænne; Spernes, Kari Iren; Jacobsen, Kjersti Berggraf & Chang´ach, John (2025). Language(s) in education – a case study from multilingual Kenya. Full text in Research Archive
• Maugesten, Marianne & Spernes, Kari Iren (2025). Å undersøke bærekraftig utvikling i samarbeid med barnehage og skole. In Spernes, Kari Iren & Maugesten, Marianne (Ed.), Samarbeid for bærekraftig utvikling - Prosjekter i barnehage og skole. Universitetsforlaget. ISSN 9788215066615. p. 13–21. Full text in Research Archive
• Spernes, Kari Iren & Maugesten, Marianne (2025). Samarbeidsprosjektene - mulighet for endringer i barnehage og skole. In Spernes, Kari Iren & Maugesten, Marianne (Ed.), Samarbeid for bærekraftig utvikling - Prosjekter i barnehage og skole. Universitetsforlaget. ISSN 9788215066615. p. 262–267. Full text in Research Archive
• Häbler, Camilla & Spernes, Kari Iren (2024). Fiction in teacher education – attitude awareness, perspective-taking and empathy. Full text in Research Archive
• Häbler, Camilla & Spernes, Kari Iren (2024). Perspective-Taking through Fiction - Possibilities for future teachers to gain insight into diversity. Full text in Research Archive
• Häbler, Camilla & Spernes, Kari Iren (2022). Skjønnlitteraturens bidrag i emnet Flerkulturell pedagogikk. Full text in Research Archive
• Häbler, Camilla & Spernes, Kari Iren (2022). Fiction's contribution to multicultural teacher education. Full text in Research Archive
• Afdal, Hilde Wågsås; Spernes, Kari Iren & Hoff-Jenssen, Reidun (2022). Akademisk lesing som sosial praksis. Full text in Research Archive
• Ludvigsen, Ali Reza; Maugesten, Marianne & Spernes, Kari Iren (2022). Utfordringer i matematikkfaget for minoritetsspråklige elever med kort botid i Norge. Full text in Research Archive
• 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 9788215060934. p. 15–22. Full text in Research Archive
• Bjordal, Fred Rune & Spernes, Kari Iren (2022). Lærerstudenters erfaring fra egen grunnskoletid som grunnlag for refleksjon om klasseledelse. Full text in Research Archive
• Spernes, Kari Iren (2022). Klar for å fly - ungdomsskoleelevers erfaringer med overgangen fra barnetrinnet til ungdomstrinnet. Full text in Research Archive
• Spernes, Kari Iren; Bjørnstad, Gunhild Brænne & Jacobsen, Kjersti Berggraf (2022). Understanding culture. Full text in Research Archive
• Spernes, Kari Iren (2021). Bilingual Teacher's Professional Capital. Full text in Research Archive
• Spernes, Kari Iren & Fjeld, Hilde Sofie (2021). Tospråklige læreres arbeidssituasjon. Full text in Research Archive
• Spernes, Kari Iren (2021). Concepts create reality - student teachers reflections. Full text in Research Archive
• Fjeld, Hilde Sofie & Spernes, Kari Iren (2018). Bilingual teachers’ professional identity. Full text in Research Archive
• 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. Full text in Research Archive
• Hoff-Jenssen, Reidun; Fjeld, Hilde Sofie & Spernes, Kari Iren (2017). Kulturforståelse i organisasjoner og mellom mennesker. Full text in Research Archive
• Spernes, Kari Iren (2017). Studentdeltakelse i FOU-prosjekt. Full text in Research Archive
• Spernes, Kari Iren & Fjeld, Hilde Sofie (2017). Vilje, men manglende handlingskraft. Full text in Research Archive
• Spernes, Kari Iren (2017). «Chilly Norway» - verdens lykkeligste folk. Full text in Research Archive
• Spernes, Kari Iren (2017). Kulturelt mangfold i barneskolen. In Lyngsnes, Kitt & Rismark, Marit (Ed.), Didaktisk praksis 1. - 7. trinn. Gyldendal Akademisk. ISSN 9788205500600. p. 89–109. Full text in Research Archive
• Spernes, Kari Iren (2017). Bevisstgjøring av egne fordommer. Full text in Research Archive
• Spernes, Kari Iren (2017). Holdninger og handlinger i et flerkulturelt arbeidsmiljø. Full text in Research Archive
• Maugesten, Marianne; Spernes, Kari Iren; Jacobsen, Kjersti Berggraf & Jensen, Brit Hellen Holt (2015). HiØ og forholdet til praksisfeltet. Full text in Research Archive
• Afdal, Hilde Wågsås & Spernes, Kari Iren (2015). Research-based teacher education. Research methods as boundary objects. Full text in Research Archive
• Spernes, Kari Iren (2014). Anerkjennelse i mangfold. Full text in Research Archive
• Spernes, Kari Iren (2014). "Blikket" viktig for å unngå stigmatisering. Full text in Research Archive
• Spernes, Kari Iren (2014). Anerkjennelse av Mangfold. Full text in Research Archive
• Spernes, Kari Iren (2013). K'en foran RLE kan skade integreringen. Full text in Research Archive
• Spernes, Kari Iren (2013). Integrering. [Radio]. NRK P1. Full text in Research Archive
• Spernes, Kari Iren (2012). Parental involvement in school in rural Kenya. Full text in Research Archive
• Spernes, Kari Iren (2012). Children in rural Kenya their opinion about mother tongue and school language. Full text in Research Archive
• 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. Full text in Research Archive

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