Per Tore Granrusten - Academia.edu (original) (raw)

Papers by Per Tore Granrusten

Research paper thumbnail of Står utdanningas innhold i forhold til kravene til ledelseskompetanse som førskolelærerne forventes å ha i møte med yrket?

Research paper thumbnail of Early Childhood Teacher or Leader? Early Childhood Directors’ Perceptions of Their Identity

This article 1 is part of the project on ‘Leadership for Learning: Challenges for Early Childhood... more This article 1 is part of the project on ‘Leadership for Learning: Challenges for Early Childhood Education and Care (ECEC) Institutions in Norway’, funded by The Research Council of Norway. The publication of the full report on this project is in progress. The data in this article have a qualitative exploratory design, based on in-depth interviews with 16 directors of ECEC centers in three municipalities in Norway. The theoretical basis includes the concepts of collective professional identity and individual professional identity (Jenkins, 2004), the concepts of leadership professional identity and pedagogical professional identity, developed from Møller (2009), and leadership in "the large and the small community" (Klausen, 2001, 2013). The two questions being examined in this article were: 1) Do the directors consider themselves to be Early Childhood (EC) teachers or leaders? and 2) How does the experienced identity influence the performed leadership? The findings indic...

Research paper thumbnail of Developing a learning organization – creating a common culture of knowledge sharing – an action research project in an early childhood centre in Norway

Leadership in Early Education in Times of Change, 2019

Leadership in early education in times of change depicts topical issues of leadership within the ... more Leadership in early education in times of change depicts topical issues of leadership within the context of Early Childhood Education (ECE) from various perspectives. It aims to contribute to the advancement of ECE leadership preparation and training as well as leadership enactment and governance by presenting current research and innovative ideas from five continents (Europe, Africa, Asia, Australia and North America). Societal and educational reforms as well as increasing research on ECE leadership and pedagogy call for transformational and active leadership. The chapters in this book explore local solutions, innovations and leadership activity that respond to contemporary expectations and challenges in a timely manner. The studies presented in this book provide windows for proactive, advanced leadership enactment, governance and training, which renew local educational communities, the ECE profession and leadership itself. Varying functional environments presented in these studies expand and diversify our understanding of leadership processes in changing operational contexts. Even though the contexts of leadership vary, the universal essence of leadership as reflected in the chapters in this book appears to be collaborative, participative, inclusive, learning focused as well as developing capacity by building on existing knowledge. This book presents current ECE leadership research from five continents. It advances the knowledge base of ECE leadership through research collaboration and dissemination of research findings. The authors of this book have discovered leadership phenomena from four perspectives comprising of: i) Leadership preparation and training: Leader preparation is among the high importance topics in ECE today. The chapters in this section present innovative approaches in preparing ECE leaders and teachers involved in daily practice of ECE as well as working at universities. They share commonalities in their practice through their contributions to mentoring, training and by participating in development projects. This section also presents chapters focusing on the current status of human resource and personnel development and professional learning in ECE. ii) Enacting and Developing Leadership: The chapters focusing on enacting and developing ECE settings present the implementation of new leadership mod

Research paper thumbnail of Ledelse og læring i barnehagen

Norsk pedagogisk tidsskrift, 2017

Research paper thumbnail of Kari Hoås Moen and Per Tore Granrusten: Distribution of Leadership Functions in Early Childhood Centers in Norway Following Organisational Changes Distribution of Leadership Functions in Early Childhood Centers in Norway Following Organisational Changes

Leadership in early childhood centers (ECCs) might be perceived as different functions that must ... more Leadership in early childhood centers (ECCs) might be perceived as different functions that must be taken care of. In this article we distinguish between four such functions: Pedagogical, staff, administrative and strategic leadership functions. We focus on how leadership functions are distributed among three formal positions in a sample of large municipal ECCs after an organisational change from three to two administrative levels in a Norwegian municipality. The three formal leadership positions in the ECCs are directors, assistant directors and pedagogical leaders. This study has a qualitative design with a sample of 15 informants that have been interviewed. One aspect of the results is that both directors and pedagogical leaders spent less time on pedagogical leadership functions than before the reorganisation.

Research paper thumbnail of Nye lederroller i et utvalg kommunale barnehager med fokus på enhets-og fagledere

Bakgrunn I de senere årene har det dukket opp flere nye stillingsbetegnelser i barnehagene (Bleke... more Bakgrunn I de senere årene har det dukket opp flere nye stillingsbetegnelser i barnehagene (Bleken 2005, Granrusten & Moen 2009, Utdanningsforbundet Hedmark 2009). Blant disse er enhetsleder og fagleder. De nye stillingene kan sees i sammenheng med at mange norske kommuner siden slutten på 1990-tallet har gjennomført en utflating av sin administrative styringsstruktur. Reformene har vaert knyttet til endrede styringsformer og har blitt fulgt opp av reformer i organiseringen av kommunene. Disse reformene er forankret i New Public Management (NPM) (Hanssen et al. 2005, Jacobsen 2009). En såkalt "flat struktur" i kommunen er mest rendyrket nå når den har to administrative hovednivåer; der det tidligere etatsnivået under ledelse av etatssjefer, er fjernet (Hanssen et al. 2005). Barnehager i "tonivåmodellen" er på enhets-eller virksomhetsnivå. Lederne av dem kalles ofte for enhets-eller virksomhetsledere 1 og ikke styrere slik som i barnehagelovens 17 (Bleken 2005). I...

Research paper thumbnail of Står utdanningas innhold i forhold til kravene til ledelseskompetanse som førskolelærerne forventes å ha i møte med yrket?

Research paper thumbnail of Early Childhood Teacher or Leader? Early Childhood Directors’ Perceptions of Their Identity

This article 1 is part of the project on ‘Leadership for Learning: Challenges for Early Childhood... more This article 1 is part of the project on ‘Leadership for Learning: Challenges for Early Childhood Education and Care (ECEC) Institutions in Norway’, funded by The Research Council of Norway. The publication of the full report on this project is in progress. The data in this article have a qualitative exploratory design, based on in-depth interviews with 16 directors of ECEC centers in three municipalities in Norway. The theoretical basis includes the concepts of collective professional identity and individual professional identity (Jenkins, 2004), the concepts of leadership professional identity and pedagogical professional identity, developed from Møller (2009), and leadership in "the large and the small community" (Klausen, 2001, 2013). The two questions being examined in this article were: 1) Do the directors consider themselves to be Early Childhood (EC) teachers or leaders? and 2) How does the experienced identity influence the performed leadership? The findings indic...

Research paper thumbnail of Developing a learning organization – creating a common culture of knowledge sharing – an action research project in an early childhood centre in Norway

Leadership in Early Education in Times of Change, 2019

Leadership in early education in times of change depicts topical issues of leadership within the ... more Leadership in early education in times of change depicts topical issues of leadership within the context of Early Childhood Education (ECE) from various perspectives. It aims to contribute to the advancement of ECE leadership preparation and training as well as leadership enactment and governance by presenting current research and innovative ideas from five continents (Europe, Africa, Asia, Australia and North America). Societal and educational reforms as well as increasing research on ECE leadership and pedagogy call for transformational and active leadership. The chapters in this book explore local solutions, innovations and leadership activity that respond to contemporary expectations and challenges in a timely manner. The studies presented in this book provide windows for proactive, advanced leadership enactment, governance and training, which renew local educational communities, the ECE profession and leadership itself. Varying functional environments presented in these studies expand and diversify our understanding of leadership processes in changing operational contexts. Even though the contexts of leadership vary, the universal essence of leadership as reflected in the chapters in this book appears to be collaborative, participative, inclusive, learning focused as well as developing capacity by building on existing knowledge. This book presents current ECE leadership research from five continents. It advances the knowledge base of ECE leadership through research collaboration and dissemination of research findings. The authors of this book have discovered leadership phenomena from four perspectives comprising of: i) Leadership preparation and training: Leader preparation is among the high importance topics in ECE today. The chapters in this section present innovative approaches in preparing ECE leaders and teachers involved in daily practice of ECE as well as working at universities. They share commonalities in their practice through their contributions to mentoring, training and by participating in development projects. This section also presents chapters focusing on the current status of human resource and personnel development and professional learning in ECE. ii) Enacting and Developing Leadership: The chapters focusing on enacting and developing ECE settings present the implementation of new leadership mod

Research paper thumbnail of Ledelse og læring i barnehagen

Norsk pedagogisk tidsskrift, 2017

Research paper thumbnail of Kari Hoås Moen and Per Tore Granrusten: Distribution of Leadership Functions in Early Childhood Centers in Norway Following Organisational Changes Distribution of Leadership Functions in Early Childhood Centers in Norway Following Organisational Changes

Leadership in early childhood centers (ECCs) might be perceived as different functions that must ... more Leadership in early childhood centers (ECCs) might be perceived as different functions that must be taken care of. In this article we distinguish between four such functions: Pedagogical, staff, administrative and strategic leadership functions. We focus on how leadership functions are distributed among three formal positions in a sample of large municipal ECCs after an organisational change from three to two administrative levels in a Norwegian municipality. The three formal leadership positions in the ECCs are directors, assistant directors and pedagogical leaders. This study has a qualitative design with a sample of 15 informants that have been interviewed. One aspect of the results is that both directors and pedagogical leaders spent less time on pedagogical leadership functions than before the reorganisation.

Research paper thumbnail of Nye lederroller i et utvalg kommunale barnehager med fokus på enhets-og fagledere

Bakgrunn I de senere årene har det dukket opp flere nye stillingsbetegnelser i barnehagene (Bleke... more Bakgrunn I de senere årene har det dukket opp flere nye stillingsbetegnelser i barnehagene (Bleken 2005, Granrusten & Moen 2009, Utdanningsforbundet Hedmark 2009). Blant disse er enhetsleder og fagleder. De nye stillingene kan sees i sammenheng med at mange norske kommuner siden slutten på 1990-tallet har gjennomført en utflating av sin administrative styringsstruktur. Reformene har vaert knyttet til endrede styringsformer og har blitt fulgt opp av reformer i organiseringen av kommunene. Disse reformene er forankret i New Public Management (NPM) (Hanssen et al. 2005, Jacobsen 2009). En såkalt "flat struktur" i kommunen er mest rendyrket nå når den har to administrative hovednivåer; der det tidligere etatsnivået under ledelse av etatssjefer, er fjernet (Hanssen et al. 2005). Barnehager i "tonivåmodellen" er på enhets-eller virksomhetsnivå. Lederne av dem kalles ofte for enhets-eller virksomhetsledere 1 og ikke styrere slik som i barnehagelovens 17 (Bleken 2005). I...