Heidi Marian Haraldsen

Head of Department Department of Teacher Education and Outdoor Studies

Email: heidiha@nih.no
Phone: +47 23 26 22 72

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Background and experience

Heidi is an associate professor in pedagogy and is a trained dance artist with many years of professional experience in dance, primarily in teaching and choreography, and as the founder of the dance school Danseverket. She has an academic background from the Pedagogical Research Institute at the University of Oslo with a major (Cand.Ed.) and a doctorate from the Norwegian School of Sport Sciences in sports psychology.

She has worked for 15 years at the Teacher Education at Oslo National Academy of the Arts, and in addition, she has been head of the teaching and learning in higher education teacher certification program, and finally, the vice rector for education at Oslo National Academy of the Arts.

Areas of responsibility

As the head of the department, Heidi has the overall academic, HR and financial responsibility for all activities at the Department of Physical Education and Outdoor Studies

Teaching

As the head of the department, Heidi's teaching responsibilities are small, but she has teaching experience from pedagogy, psychology, professional subjects, philosophy of science, and research methodology. She also has experience from program management and subject responsibility.

Research

Heidi conducts research within pedagogy and psychology, and a common thread is teaching and learning processes in performing arts and sports, and various consequences of participation in these learning and performance contexts.

Research topics range from talent development and performance cultures, motivation, perfectionism, mental health, identity, aesthetic and embodied learning, use of technology and subject-specific digital teaching and learning, as well as teaching and learning in higher education.

Heidi conducts research using both qualitative and quantitative methods, often in mixed methods combinations.

Heidi has been the research leader for the research group REDE - Resilience and Ethics In Dance Education, at the department of dance, teacher education in performing arts (Oslo National Academy of the Arts).

Heidi has also been the project leader and research leader for the accompanying research in the externally funded project Learning Avatar, which aims to explore and develop digital didactics based on the premises of practical-aesthetic subjects.

Projects

Research groups

Haraldsen, Heidi Marian; Stornæs, Annett Victoria; Hordvik, Mats; Hembre, Oda Julie; Ellefsen, Veslemøy & Leirhaug, Petter Erik (2026). Professional digital competence in physical education and performing arts teacher education: transformative learning in the learning Avatar project. European Journal of Teacher Education. ISSN 0261-9768. p. 1–23. doi: https:/www.tandfonline.com/doi/full/10.1080/02619768.2026.2717701. Full text in Research Archive Show summary
Drawing on transformative learning theory, we explored the transformation processes related to professional digital competence (PDC) in teacher education in physical education and performing arts. Positioned in practitioner research and self-study, eight teacher educators with interdisciplinary expertise participated in a 3-year PDC research and development project. Data were transcripts of peer debriefing sessions and structured individual reflection notes, all analysed using reflexive thematic analysis. The results revealed several distinct layers of tensions related to the nature of each subject’s versus digitised ways of learning, nurturing ambivalence towards own assumptions, competence, authority and practices that triggered a need for agency and development. The transformative learning process, influenced by (a) learning as doing and reflecting, (b) learning with peers, (c) restructuring theory of practice and (d) organisation and contextual settings, revealed a cumulative change in our PDC. The results emphasise that developing PDC is a subject- and context-sensitive process.
Haraldsen, Heidi Marian (2025). Selvbestemmelse og motivasjon i scenekunst og scenekunstopplæring. In Halvari, Halgeir & Olafsen, Anja Hagen (Ed.), Motivasjon i fokus: Selvbestemmelsesteorien i teori og praksis. Cappelen Damm Akademisk. ISSN 9788202832643. p. 323–372. doi: 10.23865/cdf.236.ch12. Full text in Research Archive Show summary
Education in performing arts, in dance, theater and musical theater, has a wide range as set in the formal educational system, private schools, in talent development programs and specialized art education. In the professional art field, performing arts represent a broad artistic field. The quality of education and training, the psychosocial environment in which performing artists work, and most importantly, how this influences the performers’ experiences, thriving and well-being, are essential. Self-determined motivation is proposed through extensive research in other related domains, as playing an important role for the individual’s potential for learning, development, performance, motivation, well-being, health and quality of life. To gain more clarity in the knowledge field and potential applied contributions of self-determination theory, a scoping review was chosen as the methodological approach. Results from the 47 included studies showed several methodological challenges and research gaps related to research design, range of methods, studied population and context. A main finding was that almost all the studies (45) were from the dance context only as the drama and theatre context is almost non- existent in relation to self-determination research. The thematic analysis revealed overall support for the principles within self-determination theory, and mapped out the overall prevalence, contextual differences related to genre, age, gender, and type of stakeholder, and strength and challenges within the performing arts culture in relation to promoting self-determination and facilitating motivation, performance development, creativity, health and well-being. Applied and critical reflections are offered.
Nyberg, Claes; Gustafsson, Henrik; Haraldsen, Heidi Marian & Wagnsson, Stefan (2025). Differentiated pathways in upper secondary school. World-class Swedish athletes experiences. Journal of Applied Sport Psychology. ISSN 1041-3200. doi: 10.1080/10413200.2025.2521265. Full text in Research Archive
Dwarika, Michelle Schachtler & Haraldsen, Heidi Marian (2023). Mental health in dance: A scoping review. Frontiers in Psychology. 14. doi: 10.3389/fpsyg.2023.1090645. Full text in Research Archive Show summary
Research in dance psychology and mental health is rapidly growing. Yet, evidence in the field can seem dispersed due to few existing meta overviews that outline research in dance related to mental health. Therefore, the aim of this scoping review is to present an overview of the state of the art and to strengthen future dance research by gathering and contextualizing existing findings on mental health in dance. Following the PRISMA guidelines and protocols, 115 studies were included in the review. Overall, the data analysis shows a predominant adoption of quantitative research but a lack of applied interventions of preventive and reactive procedures in mental health. Similarly, there is a tendency to study pre-professional dancers, whereas research into professional dancers, especially aged 30–60 is underrepresented. Dance genres have been unevenly investigated, with classical ballet being the most researched, whereas different dance styles and freelance employment are in dire need of in-depth investigation. Conceptualizing mental health as a dynamic state, the thematic analysis identified three main categories: stressors, the mental process, and outcomes. These factors appear to be in a complex interaction. Overall, the existing literature gives indications of components essential to understanding dancers’ mental health but has several blind spots and shortcomings, thus, a lot of in-depth understanding and research is still needed to fully grasp its dynamic complexity.
Haraldsen, Heidi Marian; Solstad, Bård Erlend; Fredriksen, Danielle C.; Gustafsson, Henrik; Nordin-Bates, Sanna M. & Knight, Camilla J. (2023). An exploration of reciprocity among teacher and students in female pre-professional ballet education: a shared reality theory perspective. Frontiers in Education. 8. doi: 10.3389/feduc.2023.1148922. Full text in Research Archive Show summary
The purpose of the present study was to explore perceptions of shared reality in teacher-student partnerships in ballet, and how these perceptions were related to experiences of quality in the relationship and well-being. A longitudinal qualitative study design was adopted, with three female ballet students and their teacher participating in three semi-structured interviews each over an eight-month period. Data were analyzed using a combination of thematic and narrative analysis. Findings indicated that across the teacher-student relationships there were perceptions of a shared reality only on the professional and distanced level and not on a relational and personal level. This was achieved by a common experience of what matters in the world of ballet education as well as students finding their teacher as trustworthy. Furthermore, it appeared that the authoritarian apprenticeship culture in ballet, where the teachers give clear instructions and feedback, and where the student role is to listen and adapt to the teacher’s instructions, was a barrier to fully achieving a shared reality on a personal and deeper level. In turn, this influenced the quality of the relationship and the wellbeing of both teacher and students. The present study offers critical reflections on the cultural backdrop of teaching and learning in ballet and highlights the importance of teachers to facilitate a supportive, unconditional, and trustworthy relationship so that they can work together in a more productive manner.
Haraldsen, Heidi Marian; Abrahamsen, Frank Eirik; Solstad, Bård Erlend & Halvari, Halgeir (2021). Narrative Tensions in Strained Junior Elite Performers' Experiences of Becoming Elite Performers. Frontiers in Psychology. 12. doi: 10.3389/fpsyg.2021.645098. Full text in Research Archive Show summary
Contextualized within narrative theory and the field of talent identification and development systems (TIDS), this interview study examined strained junior elite performers’ experiences of becoming elite performers while participating in prestigious national TIDS. The study explored how junior elite performers perceive and negotiate their personal narratives of becoming within a cultural master narrative of being. The focus is on how the quality of person-environment interaction, characterized by narrative alignment or tensions, relates to perceptions of identity, agency, physical, and mental health. We purposefully recruited eight participants (Mage = 17.31, SD = 0.90) from a previously published study, who reported experiencing sub-optimal psychological functioning compared with their peers, to explore narrative tensions in their storylines. The data were collected through semi-structured interviews and examined using narrative analysis. We identified “the performance narrative” as the dominating cultural narrative within the TIDS and three distinct personal narratives of negotiation with unique characteristics: obsessive and externally driven alignment—‘Striving to stay at the top of the game’; tensions—‘Just hanging in there’; and disruption from alignment—‘When the going gets tough’. The results indicated that tensions and lack of alignment between the dominating cultural narrative and the individual narrative seem to increase the risk of experiencing identity challenges, sub-optimal functioning, and aspects of ill-being. The study offers critical reflections on the dominating performance narrative within TIDS, and additionally suggests an alternative athlete-centered and more holistic approach that combines both personal and performance development.
Solstad, Bård Erlend; Granerud, Morten; Haraldsen, Heidi Marian; Gustafsson, Henrik & Knight, Camilla J. (2021). An exploration of reciprocity between female athletes and their coach in elite junior swimming: a shared reality theory perspective. Qualitative Research in Sport, Exercise and Health. ISSN 2159-676X. doi: 10.1080/2159676X.2021.1941211. Full text in Research Archive Show summary
Based on the proposition that the relationship between a coach and athlete is at its best when both parties contribute to enhancing its quality, the present study sought to investigate if Shared Reality Theory could provide new insights on the topic. Specifically, the purpose of the present study was to explore: (a) how a shared reality is established, or fails to be established, over the course of the sporting partnership between athletes and their coach; and (b) how the presence of a shared reality (or not) in the coach-athlete relationship is related to the experienced quality of the relationship between athletes and their coach, as recorded over time. Narrative inquiry, embedded within a longitudinal qualitative approach, was adopted. Six female elite junior swimmers and their head coach completing three interviews each over a 9-month period. Data were analysed using narrative thematic analysis, leading to the development of two narratives: A prevention-oriented narrative and a promotion-oriented narrative. Overall, the findings suggests that athletes who experience a shared reality with their coach are more motivated and report a higher sense of psychological well-being. To establish the experience of a shared reality, reciprocal and honest communication motivated by trust in the other is needed. Due to power imbalance, it is deemed important for coaches to be supportive and trustworthy to encourage athletes to communicate with them, so the coach and his/her athletes can work together in a synergistic manner.
Haraldsen, Heidi Marian; Nordin-Bates, Sanna; Abrahamsen, Frank Eirik & Halvari, Halgeir (2020). Thriving, Striving, or Just Surviving? TD Learning Conditions, Motivational Processes and Well-Being Among Norwegian Elite Performers in Music, Ballet, and Sport. Roeper Review. ISSN 0278-3193. 42(2), p. 109–125. doi: 10.1080/02783193.2020.1728796. Full text in Research Archive Show summary
This study explored the motivational experiences of nine successful elite performers in ballet, music, and swimming at Norwegian talent development (TD) schools. Semistructured interviews were conducted. Thematic analysis revealed that the performers navigated within and between several contextual layers, characterized by egalitarian values, high-performance deliberate practice, and controlling conditions. These TD learning conditions provided multifaceted motivational experiences that affected performers’ motivational regulation, ranging from predominantly self-determined, via multifaceted, to predominantly controlled. The types of motivational regulation mattered, as performers regulated by self-determined motivation engaged in their performance development in a more joyful, robust, and healthy way (i.e., self-realization, flow, self-esteem, and vitality), showing less dependence on their given TD learning conditions. In contrast, performers regulated by controlled motivation reported higher vulnerability, and in turn, more ill-being (i.e., low self-esteem, perfectionism, obsessiveness, anxiety, negative affect, and exhaustion).
Haraldsen, Heidi M.; Ivarsson, Andreas; Solstad, Bård Erlend; Abrahamsen, Frank Eirik & Halvari, Hallgeir (2020). Composites of perfectionism and inauthenticity in relation to controlled motivation, performance anxiety and exhaustion among elite junior performers. European Journal of Sport Science (EJSS). ISSN 1746-1391. doi: 10.1080/17461391.2020.1763478. Full text in Research Archive Show summary
The present study identified profiles of perfectionism and inauthenticity at baseline and tested whether they differed in the maladaptive outcomes of controlled motivation, performance anxiety, and exhaustion after a nine-month period. We purposefully selected elite junior performers (NT1 = 219; NT2 = 156), 16–19 years of age, from Norwegian talent development schools in sports and performing arts. The participants completed questionnaires to report their perceptions of the study variables. The results of the latent profile analysis indicated a multidimensionality of perfectionism, thereby identifying four profiles. Although our identified profiles are in line with the 2×2 model of perfectionism; however, the results of the mean differences between the identified profiles did not align with the 2×2 model’s hypotheses. The elite junior performers who displayed non-perfectionism demonstrated to be the most adaptive profile. They reported the lowest level of inauthenticity and the maladaptive outcomes of controlled motivation, performance anxiety, and exhaustion. The mixed perfectionism profile, displaying high levels of perfectionistic concerns (PC) and perfectionistic strivings (PS), demonstrated to be the least adaptive profile. This profile reported higher levels of inauthenticity and was even more maladaptive than the PC dominated profile contrary to the proposed hypotheses. Findings showed that a heightened vulnerability of perfectionism seems evident in PC, independent of the reported PS levels. Because only one out of five elite junior performers were distributed in the non-perfectionism profile, the vulnerability of perfectionism might be an important risk factor to note in talent development settings.
Haraldsen, Heidi Marian; Solstad, Bård Erlend; Ivarsson, Andreas; Halvari, Halgeir & Abrahamsen, Frank Eirik (2020). Change in basic need frustration in relation to perfectionism, anxiety, and performance in elite junior performers. Scandinavian Journal of Medicine & Science in Sports. ISSN 0905-7188. doi: 10.1111/sms.13614. Full text in Research Archive Show summary
The present study examined if there were different growth profiles in basic needs frustration in elite junior performers over a nine months period. Subsequently, we examined if the identified growth profiles differed in their levels of perfectionistic strivings and evaluative concerns measured at baseline, and additionally, whether they were associated with higher or lower levels of anxiety and perceived performance level in the end of the period. A sample of 259 (Mage = 17.31; SDage= .97) elite junior performers from sports and performing arts completed an online questionnaire to report their self‐ratings of the study variables. The analyses were conducted using growth mixture modelling in Mplus 8.0. Two main contrasting growth profiles were identified in each of the basic needs frustration. Perfectionistic strivings were overall higher than evaluative concerns, but did not differ between the growth profiles. Conversely, evaluative concerns differed significantly between the identified growth profiles. Higher levels of evaluative concerns were associated with the most maladaptive growth profiles. Indeed, elite junior performers who experienced moderate and increasing levels of competence and autonomy frustration, reported higher levels of anxiety and lower levels of perceived performance level than those who reported low and decreasing levels of competence and autonomy frustration. Based on these findings, evaluative concerns and basic needs frustration appear to play key roles in the development of maladaptive motivational processes over time.
Haraldsen, Heidi Marian; Halvari, Halgeir; Solstad, Bård Erlend; Abrahamsen, Frank Eirik & Nordin-Bates, Sanna M. (2019). The Role of Perfectionism and Controlling Conditions in Norwegian Elite Junior Performers’ Motivational Processes. Frontiers in Psychology. 10(June). doi: 10.3389/fpsyg.2019.01366. Full text in Research Archive Show summary
Conceptualized within the framework of self-determination theory, the aim of the current study was to investigate the relation between perfectionistic concerns and (a) controlled (non-self-determined) motivation and (b) performance anxiety through basic psychological need frustration (frustration of competence, autonomy, and realtedness), and if these relations would be moderated by controlling teaching/coaching conditions. We used a cross-sectional moderated mediation design and purposefully selected Norwegian elite junior performers (N = 171; mean age = 17.3; SD age = 0.94) from talent development schools, who completed an online questionnaire to report their perceptions of the study variables. Associations were examined using structural equation modeling. The results showed that perfectionistic concerns were positively associated with controlling conditions, basic needs frustration, controlled motivation, and performance anxiety. Reported controlling teaching/coaching conditions moderated the positive indirect relationship between perfectionistic concerns and (a) controlled motivation and (b) performance anxiety through competence need frustration. Specifically, these indirect associations were evident for performers reporting moderate or high levels of controlling teaching/coaching conditions. In contrast, there were no indirect associations via competence need frustration for those performers who reported low levels of controlling conditions. In conclusion, the results indicate that perfectionistic concerns appear to be a vulnerability factor that exposes elite junior performers to higher risks of entering a debilitative motivational process. This seems especially likely when exposed to controlling teaching/coaching conditions. Coaches and teachers working with elite junior performers should avoid using controlling mechanisms and instead foster autonomous functioning.
Haraldsen, Heidi & Ingul, Siri Linde (2017). Negotiating Narrative Identity in Intercultural Context - the Role of Applied Theatre. Journal for Research in Arts and Sports Education. 1(2), p. 69–82. doi: 10.23865/jased.v1.536. Full text in Research Archive Show summary
The purpose of this study has been to investigate whether applied drama and theatre can facilitate arenas and methods to support identity-construction, particularly favorable to an intercultural context, investigated through the concept of narrative identity. Identity and identity processes may be extra challenging to people with intercultural backgrounds. Research underpin that how you master your identity affects how you master your life. A participatory action research design, emphasizing the negotiation between theoretical and practical perspectives and different stakeholders was used to address the research question within the setting of intercultural applied theatre projects and aesthetic teacher education. The interpretations and analysis show that aesthetic processes of staging life stories (narratives), facilitate exploring, constructing, re-constructing and meta-reflecting on one's own identity, suggesting that a flexible identity may be an essential tool, a life skill, for people that live in an intercultural context so that they can participate in society in a meaningful and autonomous way.
Kristensen, Toini & Haraldsen, Heidi (2006). Scenisk Dans 1, grunnbok i danseteknikker Vg1, Scenisk Dans 1, grunnbok i danseteknikker Vg1. Tell. Full text in Research Archive Show summary
Boka tar for seg hvordan eleven kan gå dansens verden i møte på en aktiv, utforskende og reflekterende måte. I boka presenteres en grunnleggende gjennomgang av de tre danseteknikkene klassisk ballett, jazzdans og moderne dans/samtidsdans, samt en innføring i improvisasjon som er en viktig innfallsvinkel til opplæring i dans. Boka er skrevet av: Heidi M.Haraldsen (red), Ingebjørg Hippe, Toini Kristensen, Eli Torvik.

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Bjerkestrand, Karin Brunvathne; Brahmachari, Shanti; Haraldsen, Heidi; Ingul, Siri Linde & Songe-Møller, Anna (2016). Narrativ identitet : drama- og teaterpedagogisk praksis i interkulturell kontekst. Tell Forlag. ISBN 9788275226301. 80 p. Full text in Research Archive
Haraldsen, Heidi Marian & Fiskvik, Anne (2010). Dans, estetikk og samfunn : 1 og 2. Tell Forlag. ISBN 9788275223515. 317 p. Full text in Research Archive Show summary
Forfattere: Heidi Haraldsen, Anne Margrete Fiskvik og Siri Mæland. Bokas første del tar for seg ulike folkelige og populære dansetradisjoner i Norge, Europa og verden før og etter 1900. Del to ser på den sceniske dansens utvikling i et kunsthistorisk perspektiv. Boka har oppgaver, oppsummering til hvert kapittel, og skal brukes i kombinasjon med den digitale læringsressursen på www.scenetreff.no.
Haraldsen, Heidi Marian (2009). Dansekomposisjon og koreografi. Tell Forlag. ISBN 9788275223522. Full text in Research Archive Show summary
En lærebok i programfaget "Dans i Perspektiv" for Vg2 - Vg 3, danselinje videregående skole

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Haraldsen, Heidi Marian & Stornæs, Annett Victoria (2026). The Role of Public Sport School Programs in Promoting Positive Youth Development. Full text in Research Archive Show summary
Purpose: Anchored in positive psychology and self-determination theory, this study aims to enhance current knowledge about participation in various types of public sport school programs, and how such participation relates to psychological functioning, motivation, school grades, mental health, and life quality among youth at school in upper secondary education and their leisure time. Being part of a larger survey, our study enables comparisons with trends across the Norwegian youth population and other sub-samples, thereby adding additional relevance. Methods: Our quantitative cross-sectional study includes adolescents engaging in public sport schools programs and is part of a larger survey of a Norwegian sample of pupils in Upper Secondary School (N = 1300, age: 16-19 yrs). Using a person-centered analytical approach, latent profile analysis, we explore: 1) Psychological functioning profiles based on different levels of satisfaction and/or frustration of autonomy, competence, and relatedness, 2) the identified psychological functioning profiles relation with teaching climate, perceived stress, perfectionistic tendencies, and self-perception (predictors), grades, mental health, and life quality (outcomes), 3) the psychological functioning profiles’ distribution within gender and socioeconomic status. 4) Lastly, we study if there are different levels of grades, mental health, and life quality among the public sport school programs students compared to ordinary adolescents. Data collection was conducted in November 2025 to January 2026 and consisted of a self-reported questionnaire package based on validated, translated and contextualized psychological measures. Analysis and finalizing the study results and conclusions are planned for February - June 2026. Preliminary results of the study will be presented at the conference. Results and impact: Especially at a time when much attention is focused on youths’ problems, challenges, and health issues, we aim to shift the focus towards how to promote motivation, learning, and health through positive engagement in public sport school programs as they could offer a physical, collaborative and meaningful way of engagement.
Haraldsen, Heidi Marian (2025). Motivasjon for Læring. doi: https:/fagradmdd.com/wp-content/uploads/2025/07/program-for-nasjonal-fagkonferanse-for-musikk-dans-og-drama-2025-1.pdf. Full text in Research Archive
Haraldsen, Heidi Marian (2025). Proffessional Digital Competence in Physical Education and Performing Arts Teacher Education: Transformative Learning in the Learning Avatar Project. doi: https:/eera-ecer.de/conferences/ecer-2025-belgrade/theme-charting-the-way-forward-education-research-potentials-and-perspectives. Full text in Research Archive Show summary
Bakgrunn Digitalisering påvirker hvordan vi relaterer oss, kommuniserer, underviser og lærer. Lærerutdanning (LU) spiller en nøkkelrolle for å sikre høy kvalitet og relevans i transformasjonsprosessen til et digitalisert samfunn. Likevel eksisterer det et gap mellom lærerstudenter sitt behov for profesjonsfaglig digital kompetanse (PfDK) for å støtte elevenes læring i digitaliserte læringskontekster og den utdanningen som faktisk tilbys i lærerutdanningene. Samtidig viser forskning at utvikling av PfDK i utdanningsmiljøer er komplekse, fag- og kontekstavhengige prosesser, som ikke kan gjøres generiske eller skilles fra den overordnede prosessen med undervisning og læring. Derfor må sammensmeltingen av teknologi og utdanning utvikles fra innsiden og integreres i de spesifikke kontekstene for lærerutdanningspraksis. Denne studien er plassert i konteksten av Læringsavatar prosjektet zoomer inn på lærerutdanningsperspektivet innenfor praktisk-estetiske fag som kroppsøving (KRØ) og scenekunst (SKU). I disse fagene finnes det iboende spenninger mellom den kroppslige, samarbeidsbaserte og situerte naturen til fagenes læring versus antakelser om upersonlige og dekontekstualiserte digitaliserte måter å lære på. Frem til nå har forskning på disse feltene vært sparsom, spesielt når man ser de bredere pedagogiske implikasjonene av å implementere teknologi i fysiske fag med et fokus på læringsprosesser. Studien skal bidra til å tette dette kunnskapsgapet og bidra med kunnskap om hvordan teknologi kan omforme, transformere og utvikle kvaliteten på undervisning og læring i KRØ og SKU fra innsiden. Formålet er derfor å utforske de transformative læringsprosessene til lærerutdannere knyttet til PFDK mens de deltar i et tverrfaglig PfDK-utviklingsprosjekt i konteksten av KRØ- og SKU-lærerutdanning. Teoretisk rammeverk Transformativ læringsteori er et rammeverk utviklet av Mezirov for utvikling og endring som forklarer prosessen der voksnes referanserammer (f.eks. antakelser, tro og verdenssyn) blir konfrontert, revidert eller restrukturert for å underbygge nye og mer nyanserte fremtidige handlinger. For å engasjere seg i transformativ læring og fremme endring, må man møte situasjoner, ofte referert til som "desorienterende dilemmaer" (f.eks. integrering av teknologi og utdanning), som får en til å kritisk stille spørsmål ved og utfordre sine nåværende referanserammer. Å møte et desorienterende dilemma skaper en situasjon der de lærende, i vårt tilfelle, lærerutdannerne, enten kan overse spenningene, avvise PFDK som relevant og dermed motstå endringen, eller ta på seg aktørskap engasjere seg i en transformativ læringsprosess. Vi har jobbet ut fra følgende forskningsspørsmål: 1. Hvilke typer transformative læringsprosesser oppleves av lærerutdannerne i KRØ og SKU i forhold til PfDK under Læringsavatar prosjektet? 2. Hvilke faktorer fremmer eller hemmer transformative læringsprosesser når lærerutdanningsprogram gjennomfører utviklings- og endringsprosesser innenfor PfDK? Studien er posisjonert innenfor praktikerforskning, som er en kvalitativ tilnærming og variant av aksjonsforskning som er vanlig innenfor forskning i lærerutdanningskontekst. En fordel med praktikerforskning er dens fleksibilitet, og vi kunne integrere forhold som å bruke en autentisk profesjonell kontekst som case, ha et tett samarbeid i et praksisfellesskap, skifte perspektiv mellom forskning og praksis, og samtidig bruke systematiske prosedyrer for datainnsamling og analyse. Deltakerne er til sammen syv lærerutdannere. De/vi representerer kroppsøving (KRØ; 2 menn/1 kvinne), scenekunst (SKU; 4 kvinner), samt PfDK ekspertime (1 kvinne) som har variert og utfyllende fagspesifikk, pedagogisk, didaktisk, sosiologisk, kunstnerisk og PfDK-kompetanse og erfaring. Data ble samlet inn gjennom alle prosjektets faser og besto av skriftlige planleggings- og evalueringsnotater (6), transkripsjoner av lydopptak fra kollegiale samarbeidsøkter for kunnskaps- og erfaringsdeling (7), og strukturerte individuelle refleksjonsnotater relatert til (a) våre pedagogiske ståsted relatert til PfDK (9) og (b) konkrete undervisningserfaringer med undervisningslaboratorium (21). Dataene ble analysert ved bruk av en refleksiv tematisk analyse, som er en metodikk som følger 6 trinn for å tolke, forstå, kategorisere og tematisere data. Resultater og konklusjoner Funnene avslørte at det desorienterende dilemmaet var konstituert av flere lag med spenninger angående PfDK i KRØ og SKU: a. KRØ og SKU som unike fag vs. digitaliserte læringsmåter b. Teknologiske trender vs. mindre skjermtid som helsefremmende tiltak c. Statlige forventninger om digitalisering vs. personlig opplevd virkelighet d. Tradisjonelle vs. progressive syn på undervisning og læring e. Lærerutdannerne vs. lærerstudentenes erfaring og fortrolighet med teknologi fra før og etter den digitale tiden. Disse spenningene utløste et behov for aktørskap og utvikling, noe som resulterte i aktivt engasjement i transformasjonsprosessen. Fra prefase (vår 2022) til postfase (høst 2024) oppstod det en endring i våre PfDK-antakelser, kunnskap og praksis. For eksempel en mer positiv holdning med mindre motstand eller frykt for det ukjente, og forbedret PfDK-kompetanse og mer nyanserte syn på teknologiens rolle i undervisning og læring. Likevel beholdt vi et kritisk syn på implementeringen av teknologi og digitale verktøy i forhold til våre kroppslige fag. Spesielt ble det fremhevet behovet for at PfDK skal være fagspesifikk og knyttet til et pedagogisk formål. Som med andre aspekter av utdanningspraksis, kan digital teknologi gjøre utdanningen bedre eller dårligere, avhengig av hvordan den brukes. Når det gjelder endring av praksis, påvirket transformasjonsprosessen måten vi tilrettela PfDK i våre lærerutdanningsprogrammer (f.eks. studieplaner, pensum) og i egen undervisning, som ble transformert fra å handle om PfDK til også å fokusere mer på hvordan integrere PfDK i egen undervisningspraksis. Til slutt identifiserte vi fire kategorier sentrale for å påvirke transformasjonsprosesser: a. læring som noe en må gjøre i kombinasjon med refleksjon - handlinger som drivkraft b. samarbeidslæring med eller fra kolleger i et praksisfellesskap c. en prosess med å revidere og restrukturere egen praksisteori d. organisering, struktur og rammefaktorer.
Haraldsen, Heidi Marian (2025). Learning Avatar- an Action Research Project exploring how Pre-Service Teachers and Teacher Educators negotiate their relationships between technology and teaching within Performing Arts and Physical education. Full text in Research Archive Show summary
Background and Purpose: Digitalization pushes teachers and teacher educators worldwide to consider if, and when, traditional educational practices might benefit from implementing technologies in developing new practices. In our practical-aesthetic subjects, where embodied learning take place, there is a great need to develop professional digital competence (PDC) among both teachers and students. The Learning avatar project presupposes that it is not only the subjects that should adapt to technology and existing technology uncritically. The technology must also be adapted and made relevant and meaningful in a subject-specific way. We have used the lenses of Posthuman theories and Transformative learning theory. Learning that is transformative in nature takes place when adults encounter situations (often referred to as disorienting dilemmas) that cause them to question currently held frames of reference and, as a result, alter them to reflect their acquisition of understanding, knowledge, attitudes, and practice (Mezirow, 1994). Hence, the aim of the project is to explore the transformative processes and experiences that unfolded through the interdisciplinary Learning Avatar project in teaching education programs within Physical Education and Performing Arts. Methods: This Action Research project consist of three sub-studies that together examines pre-service teachers and teacher educators’ experiences with piloting and integrating a 3D motion capture app (the Learning Avatar) in hybrid teaching and learning designs —offered at two Norwegian teacher education institution. A qualitative reflective thematic analysis was used to analyze data from both the student- (N = 80) and teacher educators (N = 6) perspective, consisting of reflection notes, teaching plans- and reports, observation notes, and focus groups interviews with both student groups and teacher educators. Results: The results show that there exists a lot of ambivalence and tensions in the relationship between technology and the respective embodied movement subjects identified as a disoriented dilemma. The results show that both the pre-service teachers and teacher educators reported an increased awareness of and positive attitude towards the role of technology in teaching and learning, that they developed their PDC competence through the project, but that they kept a critical view of the implementation of technology and digital tools in relation to their embodied subjects. Lastly, the results identify factors that inhibits or promotes transformation processes. The implications of these findings for teaching and learning in Performing Arts are discussed.
Ulset, Vidar Sandsaunet; Oppici, Luca; Hamre, Karin; Rudd, James Robert; Stornæs, Annett Victoria & Haraldsen, Heidi Marian [Show all 7 contributors for this article] (2025). Inclusion in Motion: Promoting Equitable Physical Activity and Health in Childhood and Adolescence. Children. 12(7). doi: 10.3390/children12070942. Full text in Research Archive Show summary
Inclusion in play, physical education, outdoor life, organized sports, and other movement-based activities can promote resilience and support physical, emotional, and social well-being. These arenas are particularly important for reducing health disparities and preventing social marginalization across the lifespan. Yet, children and adolescents from vulnerable or disadvantaged backgrounds encounter persistent barriers to participation, rooted in broader inequalities related to their socioeconomic position, disability, gender, ethnicity, and access to supportive environments. This perspective outlines how inclusive movement contexts, when informed by developmental systems theory and resilience frameworks, can interrupt trajectories of marginalization and promote long-term equity in health, education, and work inclusion. We emphasize the need for interdisciplinary approaches, combining longitudinal and qualitative methods, to uncover how vulnerability and participation interact dynamically over time. By integrating insights from developmental science, education, public health, and spatial ecology, we identify strategic pathways for research and action. Addressing these challenges requires coordinated efforts across sectors and stakeholders to co-create inclusive, context-sensitive interventions
Haraldsen, Heidi Marian (2024). Fordypning, talent,prestasjonskultur - for elevens beste? Full text in Research Archive
Haraldsen, Heidi Marian (2024). Self-Determined Motivation within Dance Education and Professional Practice. Full text in Research Archive Show summary
Self-Determined Motivation within Dance Education and Professional Practice Dance Education has a wide range and is set both in the formal educational system, private dance schools, in talent development programs and specialized art education. In the professional art field, dance represent a broad artistic field. The quality of education and training, the psychosocial environment where dance artists work within, and most importantly, how this influence the performers' experiences, thriving and well-being are essential. Self-determined motivation is proposed through extensive research in other related domains (Ryan & Deci, 2017), to play an important role for the individual's potential for learning, development, and performance, for motivation and well-being, as well as for health and quality of life. To gain more clarity in the knowledge field and potential positive applied contributions that Self-Determination Theory can contribute to, a scoping review with an applied focus, was chosen as the methodological approach. The scoping review study set out to identify research on the setting of Artistic Dance Education and Dance Profession within Self-Determination Theory from the last 15 years with the following overall purpose: to identify, map, and summarize available research on artistic dance education and profession within the self-determination theory related to motivational conditions, motivational processes, motivational quality, and possible relevant outcomes of these factors in order to inform best practice. Results from the 47 included studied showed several methodological challenges and research gaps related to research design, range of methods, and studied population and context. The thematic analysis revealed overall support for the principles within Self-Determination Theory, and mapped out overall prevalence, contextual differences related to dance genre, age, gender, and type of stakeholder, as well as strength and challenges within the artistic dance culture in relation to promoting self-determination and facilitating motivation, performance development, creativity, health and well-being.
Haraldsen, Heidi Marian (2024). Talent, fordypning, dybde - Myter, forskning og kritisk refleksjon rundt talentutvikling og prestasjonskultur i utøvende kunst. Full text in Research Archive
Haraldsen, Heidi Marian & Hembre, Oda Julie (2023). Læringsavatar- Et prosjekt som skal utforske og utvikle digital didaktikk på praktisk-estetiske fag sine premisser. Full text in Research Archive
Haraldsen, Heidi Marian & Dwarika, Michelle Schachtler (2022). REDE web portal. Full text in Research Archive Show summary
Resilience and Ethics in Dance Education (REDE) aims to produce and distribute knowledge and applied research to the field of dance to support the development of high quality and sustainable dance education. In the resource base you will find updated and evidence-based knowledge and links to external relevant resources.
Haraldsen, Heidi Marian (2022). Teaching and Learning in Dance. Full text in Research Archive Show summary
Part of the REDE symposium - state of the art in Dance & mental health
Haraldsen, Heidi Marian (2022). Fordypning, talent, dybde? -begrep, myter og felles forståelse rundt fordypningsprogrammet i kulturskolen? Full text in Research Archive
Dwarika, Michelle Schachtler & Haraldsen, Heidi Marian (2022). Scoping review: Mental health in dance. Full text in Research Archive
Haraldsen, Heidi Marian (2022). Talentutvikling i dans - en dynamisk prosess. Full text in Research Archive
Haraldsen, Heidi Marian & Dwarika, Michelle S. (2022). State of the Art Symposium: Resilience and Ethics in Dance Education. Full text in Research Archive
Haraldsen, Heidi Marian (2022). Talangutveckling med hela människan i fokus. Idrottsforskning.se. Full text in Research Archive Show summary
Idrottande ungdomar som satsar mot eliten behöver inte mer mental tuffhet eller en högre motivationsnivå. Istället behöver de lära sig mer om hur man tar hand om sig själv på bästa sätt och hittar rätt återhämtning.
Haraldsen, Heidi Marian (2021). Prestasjonskulturer i utøvende kunstutdanninger - en kritisk refleksjon. Full text in Research Archive
Haraldsen, Heidi Marian (2021). Å ha det bra og prestere bra! Læringskultur, motivasjon, og mestring i kunstopplæring. Full text in Research Archive
Haraldsen, Heidi Marian (2021). For å prestere bra, må du ha det bra! -Motivasjon, læringskultur og psykisk helse hos unge utøvere i talentutviklingsprogrammer innen utøvende kunst og idrett. Full text in Research Archive Show summary
Foredraget er basert på Haraldsens gjennomførte en doktorgrad om talentutvikling ved Norges idrettshøgskole 2015-2019, der hun forsket hun på hvilken betydning individuelle og kontekstuelle faktorer har for utøveres motivasjon, prestasjon og psykiske helse. Foredraget baserer seg på dette arbeidet og gir først en innføring i perspektiver på talentutvikling samt teori og forskning rundt Selvbestemmelsesteorien (self-determination theory) til Deci & Ryan. Videre vil foredraget presentere hovedfunn og reflektere over disse i et anvendt perspektiv rettet mot det å tilrettelegge for en helhetlig talentutvikling, som ikke bare utvikler utøvere, med også mennesker for livet.
Haraldsen, Heidi Marian (2020). Et dypdykk i medaljens bakside- Hvordan mønstre av hvem du er og hvor du er påvirker unge eliteutøveres motivasjon, prestasjon og psykiske helse. Dansekunst. ISSN 2703-7479. 1, p. 50–61. Full text in Research Archive
Haraldsen, Heidi Marian (2020). Symposium: Injury and illness, performance and well being in relation to motivation, perfectionism, and stress. Full text in Research Archive
Haraldsen, Heidi Marian (2020). Thriving, striving, or just surviving? -Motivasjonsprosesser blant unge eliteutøvere fra idrett og utøvende kunst. Full text in Research Archive
Haraldsen, Heidi Marian (2020). TALENTUTVIKLING SOM DYNAMISK PROSESS - motivasjon, læringsprosesser og psykisk helse hos unge utøvere i talentutviklingsprogrammer innen kunstfag og idrett. Full text in Research Archive
Haraldsen, Heidi Marian (2019). Ingen dans på roser - motivasjonsprosesser blant unge eliteutøvere i idrett og utøvende kunst. Full text in Research Archive
Haraldsen, Heidi; Halvari, Hallgeir; Abrahamsen, Frank Eirik; Solstad, Bård Erlend; Nordin-Bates, Sanna M. & Ivarsson, Andreas (2019). Hva motiverer unge utøvere til å satse? Full text in Research Archive
Haraldsen, Heidi (2019). Lærerrollen og profesjonen. Full text in Research Archive
Haraldsen, Heidi Marian (2019). Motivasjonsprosesser blant unge eliteutøvere fra ballett, musikk og idrett. Presentasjon av hovedfunn i doktorgradsavhandling. Full text in Research Archive
Haraldsen, Heidi (2018). The role of perfectionism and controlling conditions in Elite performers` motivational processes in Ballet, Music and Sport. Full text in Research Archive Show summary
Within the framework of Self-Determination Theory (SDT), this study aimed to examine the antecedents of maladaptive motivational processes, through investigating when and why perfectionistic tendencies might operate in debilitative ways in a sample of 171 junior elite performers from Ballet, Music, and Sport. The study used a cross-sectional moderated mediation design. The results showed that having perfectionistic concerns in controlling conditions exposed the performers to higher risks of developing introjected motivation, and experiencing exhaustion and anxiety via frustration of their need for competence. Furthermore, the findings revealed that the higher levels of perfectionistic concerns and controlling conditions, the higher the likelihood and severity of experiencing maladaptive motivational processes. In conclusion, this study implies that coaches/teachers of elite junior performers might play a key role in avoiding competence frustration and ill-being through avoiding the misuse of controlling mechanisms and instead facilitate autonomy support. Keywords: Self-determination theory, Motivation, Perfectionism, Elite Performance, Talent-Development.
Haraldsen, Heidi; Halvari, Halgeir; Abrahamsen, Frank Eirik & Solstad, Bård Erlend (2018). Linking Perfectionism and Controlling Conditions with Introjected Motivation, Exhaustion, and Anxiety via Competence Frustration: A moderated Mediation Model among Elite Junior Performers. Full text in Research Archive
Haraldsen, Heidi; Halvari, Halgeir; Solstad, Bård Erlend & Abrahamsen, Frank Eirik (2018). Successful failures? A test of the role of controlled learning conditions in the motivational processes of perfectionist elite performers from ballet, music, and sport in a moderated mediation model. Full text in Research Archive
Haraldsen, Heidi (2018). Rolleforståelse, etikk og profesjonalisering i kunstutdanning - styrker og utfordringer i spenningsfeltet mellom å være kunstner, lærer og veileder. Full text in Research Archive
Haraldsen, Heidi (2018). Motivasjonsprosesser blant unge eliteutøvere i dans, musikk og idrett - likheter og ulikheter, styrker og utfordringer. Full text in Research Archive
Haraldsen, Heidi (2018). Motivasjonsprosesser blant unge eliteutøvere i dans, musikk og idrett. Et komparativt forskningsprosjekt. Full text in Research Archive
Haraldsen, Heidi (2017). Å fremme motivasjon, arbeidsglede og godt læringsklima. Full text in Research Archive
Haraldsen, Heidi (2017). Lærelyst, arbeidslyst og gode prestasjoner hånd i hånd med god psykisk helse. Full text in Research Archive
Haraldsen, Heidi (2017). Paperpresentation in Symposium: Reflexivity in addressing the role of the researcher as an active 'player' situated in and related to the studied phenomena. Full text in Research Archive Show summary
Symposium title: Sharing examples of situated reflexivity from under the canvas of the 'large tent': still opaque but striving for greater transparency Abstract title: Reflexivity in addressing the role of the researcher as an active 'player' situated in and related to the studied phenomena Reflexivity, as a tool to enhance quality and claim integrity and trustworthiness in qualitative research, is today somewhat consolidated, but still under negotiation. The ways in which researchers conceptualize and understand 'reflexivity' and the role of the 'reflexive subject' is complex and unclear, even though it has important consequences for the way we make decisions about, conduct and represent our research, and how we underpin our knowledge claims (Finlay, 2002 a.; Finlay, 2002 b.). In this paper I will investigate reflexivity related to the way we understand and act inter-subjectively through dynamic exchanges in the social world and how the social context affects the position from where the researcher acts as a 'player' in a situated context (Finlay, 2002 b.; Shaw, 2016). By turning the lens back onto myself, as a PhD candidate caught up in the ongoing process of becoming a researcher, I will try to make transparent how I interact and relate to the different interwoven cultural contexts that my studied fields represent (Berger, 2015). My project is comparative in nature, investigating the role of the learning context in relation to motivational processes within youth talent-development settings in ballet, classical music and sport. I have characterized my relationship to the three studied fields as a) closed relationship from within (ballet), b) semi-closed relationship from somewhat inside and outside (music) and c) distanced relationship from somewhat outside (sport). It raises different terms of relations on both systemic and personal level, and leads to different 'played out' interactions. My point of departure is; how do my relationships to the different cultural contexts I study affect different aspects of the research process and how can I make this transparent in my analyses and presentations to enhance the quality of the research and provide the reader with information about my knowledge claims? References: Berger, R. (2015). Now I see it, now I don’t: researcher’s position and reflexivity in qualitative research. Qualitative Research, 15(2), 219-234. Finlay, L. (2002) a. “Outing” the researcher: The provenance, process, and practice of reflexivity. Qualitative health research, 12(4), 531-545. Finlay, L. (2002) b. Negotiating the swamp: the opportunity and challenge of reflexivity in research practice. Qualitative research, 2(2), 209-230. Shaw, J. A. (2016). Reflexivity and the “Acting Subject” Conceptualizing the Unit of Analysis in Qualitative Health Research. Qualitative Health Research, 1049732316657813.
Haraldsen, Heidi (2017). Learning climate and motivation among elite ballet dancers, classical musicians, and sport athletes. Full text in Research Archive Show summary
Learning Climate and Motivation among Elite Ballet Dancers, Classical Musicians, and Sport Athletes. Talent development within arts and sport is embedded in different motivational contexts. In this study, we therefore aimed to examine how the interaction between quality in motivation and different motivational learning climates affected the motivational processes, perceived by nine professional performers from ballet, music and swimming within a Norwegian culture. The retrospective qualitative data revealed complex motivational processes, with unique trajectories and compositions of interacting factors, showing that both "who" you are and "where" you are matters. The findings identified three clustering groups of performers' motivation (high, mixed and low quality) that experienced the same learning climates differently. Through the lens of self-determination theory, the learning climates provided high-performance focused deliberate practice perceived to be crucial for a virtuous circle of competence development. At the same time, the performers reported controlled learning conditions that challenged their sense of autonomy. The art contexts displayed a tacit knowledge culture, challenging performers’ opportunity to act in accordance with their true self and being autonomous, but also enhanced their flow experience and competence. Concurrently, a perfectionistic culture was more prevalent within the arts, which translated into more unhealthy conditions for these performers. As a cultural backdrop, a "Norwegian way" of applying social-democratic and non-hierarchical norms and values seemed to nurture the need for autonomy and relatedness at a global level, affecting the performers' negotiation with the perceived controlled contextual conditions. Finally, the findings revealed that to hold a high quality motivational profile and, in addition, be successful, seemed to put the performers in the best negotiating position within their environments.
Haraldsen, Heidi & Ingul, Siri Linde (2016). Narrativ identitet i et mangfoldsperspektiv, Narrativ identitet : drama- og teaterpedagogisk praksis i interkulturell kontekst. Tell Forlag. ISSN 9788275226301. p. 6–20. Full text in Research Archive
Haraldsen, Heidi & Ingul, Siri Linde (2016). Narrativ identitet i møte med drama og teater, Narrativ identitet : drama- og teaterpedagogisk praksis i interkulturell kontekst. Tell Forlag. ISSN 9788275226301. p. 66–80. Full text in Research Archive
Haraldsen, Heidi (2016). Nære relasjoner på godt og vondt - makt, holdninger og rolleforståelse. Full text in Research Archive
Haraldsen, Heidi (2016). Små studentgrupper og nære relasjoner- styrker og utfordringer. Full text in Research Archive
Haraldsen, Heidi (2016). Praktisk Pedagogisk Utdanning for fremtiden. Full text in Research Archive
Haraldsen, Heidi (2016). Betydningen av motivasjonsprosesser i utvikling av unge utøvere i kunst og sport. Full text in Research Archive
Haraldsen, Heidi (2016). Hva – rammer rammeplanen meg? Full text in Research Archive
Haraldsen, Heidi & Ingul, Siri Linde (2015). Utvikling av narrativ identitet og teater i et mangfoldsperspektiv. Full text in Research Archive
Haraldsen, Heidi (2015). Support the potential. Full text in Research Archive
Haraldsen, Heidi & Ingul, Siri Linde (2015). Narrativ identitet og teater i et mangfoldsperspektiv. Full text in Research Archive
Haraldsen, Heidi & Kalsnes, Signe (2015). Estetiske læreprosesser. Full text in Research Archive
Haraldsen, Heidi (2014). Ungdoms estetiske erfaring gjennom et dansefilmprosjekt i ungdomsskolen. Full text in Research Archive
Haraldsen, Heidi (2014). Vurdering i utøvende kunstopplæring. Full text in Research Archive Show summary
Ekstern finasiering/ sponsor: Drammen fylkeskommune
Haraldsen, Heidi & Ellefsen, Veslemøy (2014). Dans i møte med barn. Full text in Research Archive Show summary
Ekstern finansiering/ sponsor: Norsk kulturskoleråd.
Haraldsen, Heidi (2013). Hollaback girl. Full text in Research Archive Show summary
Dansefilm i forbindelse med et kunstnerisk prosjekt på Nittedal Ungdomsskole, fase 1 av et større FOU-arbeid om estetiske læreprosesser. Koreografi og regi: Heidi Haraldsen. Varighet: 5 min.
Haraldsen, Heidi (2013). Veiledning : begrep, former, forløp og metoder. Full text in Research Archive Show summary
Foredrag og kort workshop om veiledning.
Haraldsen, Heidi (2013). Veiledning og vurdering. Full text in Research Archive Show summary
Fagseminar over 3 dager med variert innhold. Forelesning om: Veiledning- krav og forventninger ; Veiledning- begrep, former, forløp og metoder ; Estetiske læringsprosesser ; Vurdering. Worskhop og gruppediskusjoner: Veiledningsmetoder ; Estetiske læreprossesser ; Vurdering.
Haraldsen, Heidi (2013). Høyere kunstutdanningsinstitusjoners rolle og ansvar i et utvidet samarbeid for kunst og kultur i opplæringen. Full text in Research Archive Show summary
Foredraget omhandlet Kunsthøgskolens syn på kunst og kulturopplæring for barn og unge i Norge.
Haraldsen, Heidi (2013). Implementering av læringsutbytte i studieplaner og undervisning. Full text in Research Archive
Haraldsen, Heidi (2012). Veiledning og vurdering i kunstopplæring og kunstutdanning. Full text in Research Archive Show summary
Rapport 1-2012. Vurdering er et sentralt tema i undervisning og læring. En god vurderingspraksis og god veiledningskompetanse kan bidra til å fremme læring og motivasjon hos studentene samt synliggjøre forholdet mellom fagets egenart, undervisningens innhold og metoder samt de resultater en ønsker å oppnå. 1. tema: Veiledning og vurdering som aktiv læringsstrategi i elevens/studentenes læringsprosess. - Hvilke utviklingsmuligheter finnes i å utvikle gode strategier og strukturer for veiledning, underveisvurdering og sluttvurdering i forhold til å få økt læring og måloppnåelse innenfor kunstutdanning? 2. tema: Vurdering og veiledning som et didaktisk verktøy - Hvordan kan vurdering og veiledning brukes som et aktivt didaktisk verktøy av lærerne i planlegging, gjennomføring og vurdering av undervisning for å stimulere elevenes/studentenes læringsprosess og måloppnåelse?
Haraldsen, Heidi & Kristensen, Toini (2012). Dilemmaer i kunstfaglig utdanning. Full text in Research Archive
Haraldsen, Heidi Marian (2011). Storytelling. Full text in Research Archive Show summary
Koreografi: Heidi Haraldsen. Bestillingsverk for Touch of Dance Dansekompani. Øvrig koreografi av Anette Meiltoft og Jørgen Karlsen. En danseproduksjon der tre koreografer har tatt utgangspunkt i tekst på tre ulike måter, og et møtepunkt mellom dans og historiefortelling. Ekstern finansiering: Frifond teater, Nittedal kulturfond, Akershus Fylkeskommune
Haraldsen, Heidi (2011). KHiO, fakultet for scenekunst sitt arbeid med implementering av nasjonalt kvalifikasjonsrammeverk. Full text in Research Archive Show summary
Samarbeidspartnere/andre deltakere: Nasjonalt råd for Danseutdanning
Haraldsen, Heidi (2010). Å beherske skrivingens krevende kunst. Full text in Research Archive Show summary
Foredrag på intern fagsamling for scenekunstfakultetets ansatte: "Videreutvikling av kompetanse".
Haraldsen, Heidi Marian (2023). The Sustainable Dancer – Resilience and Risk Behavior in Dance – NFR project development. Kunsthøgskolen i Oslo. Full text in Research Archive Show summary
The SUPER project is an interdisciplinary and comparative research project positioned in performance science and the educational context of talent identification and development systems (TIDS) within performing arts and aesthetic sports. Human capital is proposed to represent one of the most important investments for future innovation and societal growth, and the cultural sector has shown to contribute to national identity, quality of life and health for the general population. Sustainable performance development in the performing arts and aesthetic sports is a prerequisite to ensure quality performance, maintenance, and growth in the Norwegian cultural sector. However, alarm bells are ringing as the hazardous trademark of the elite performance culture has been found to be unsustainable and unhealthy. Research has stressed that participation in the educational setting of TIDS, which often comes at the expense of personal development and well-being, are echoing the professional culture. Hence, there is need for an educational turn. The TIDS in Norway are popular and has a wide range of participants as they are set both in the formal educational system (e.g., specialized high schools, public municipal schools, and higher education) and settings outside schools like sport clubs, private leisure activities, and national teams. The impact in a long-term perspective is vital as new students continuously will come and go, while the educational systems remain. Contrary to research-based pedagogical practices often observed in public schools and general cultural leisure activities, TIDS are grounded in highly experienced-based, often hierarchical, apprenticeship cultures. As such, students seem to be exposed to professionalized and intensive training practices, which undermine health, well-being, and performance development. To create a more sustainable performance development and, in turn, long-termed growth in the cultural sector, research-based interventions that facilitate sustainable performance development are urgently needed.
Haraldsen, Heidi Marian (2022). NFF application titled: The SUPER project – an Educational Turn towards a more SUstainable PERformance Development within Performing Arts and Aesthetic sports. Kunsthøgskolen i Oslo. Full text in Research Archive Show summary
Norsk: SUPER (Sustainable Performance Development) er et tverrfaglig forskningsprosjekt posisjonert innenfor prestasjonsvitenskap med søkelys på konteksten med talentutvikling innenfor estetisk idrett og utøvende kunst. Bærekraftig utøverutdanning er en forutsetning for opprettholdelse av kulturell sektor, som spiller en sentral rolle for samfunnets identitetsbygging og individenes utfoldelse og livskvalitet. Men, forskning har vist at talentutvikling innenfor estetisk idrett og utøvende kunst kan være tildels helseskadelig og lite bærekraftig, og at deltakelse i disse utdanningene kommer med en for høy menneskelig pris. Derfor er det behov for en pedagogisk vending, i tråd med nyere pedagogisk forskning, mot mer studentsentrert og helsefremmende utdanninger. SUPER prosjektet tar sikte på å innovere og teste ut effekt av biopsykososiale titak for å skape en mer bærekraftig talentutvikling i disse utdanningsfeltene. English: The SUPER project is an interdisciplinary and comparative research project positioned in performance science and the educational context of talent identification and development systems (TIDS) within performing arts and aesthetic sports. Human capital is proposed to represent one of the most important investments for future innovation and societal growth, and the cultural sector has shown to contribute to national identity, quality of life and health for the general population. Sustainable performance development in the performing arts and aesthetic sports is a prerequisite to ensure quality performance, maintenance, and growth in the Norwegian cultural sector. However, alarm bells are ringing as the hazardous trademark of the elite performance culture has been found to be unsustainable and unhealthy. Research has stressed that participation in the educational setting of TIDS, which often comes at the expense of personal development and well-being, are echoing the professional culture. Hence, there is need for an educational turn. The TIDS in Norway are popular and has a wide range of participants as they are set both in the formal educational system (e.g., specialized high schools, public municipal schools, and higher education) and settings outside schools like sport clubs, private leisure activities, and national teams. The impact in a long-term perspective is vital as new students continuously will come and go, while the educational systems remain. Contrary to research-based pedagogical practices often observed in public schools and general cultural leisure activities, TIDS are grounded in highly experienced-based, often hierarchical, apprenticeship cultures. As such, students seem to be exposed to professionalized and intensive training practices, which undermine health, well-being, and performance development. To create a more sustainable performance development and, in turn, long-termed growth in the cultural sector, research-based interventions that facilitate sustainable performance development are urgently needed.
Haraldsen, Heidi Marian; Dwarika, Michelle Schachtler & Jonsson, Einar (2021). Resilience and Ethics in Dance Education - Scoping Review. Kunsthøgskolen i Oslo. Full text in Research Archive Show summary
The REDE Scoping review is an initially step towards creating a research -based foundation for future REDE studies, and aim to answering broad questions and describe existing literature on REDE relevant topics of a) teaching and learning in dance (pedagogy), and b) dance and mental health (dance science). In the examination of how research was conducted, it was clear that the research within the two main topics of teaching and learning in dance (pedagogy) and dance and mental health (dance science) were methodological heterogeneous and positioned within quite different methodological research paradigms, affecting both the research quality and the applicability of the research. A key finding in the first theme in the topic of 'teaching and learning in dance', dance culture, showed that dance practice is highly cultural constituted, affected by the worldviews of the two main teaching paradigms of traditionalism and progressivism, implicitly influencing the assumptions, beliefs, structures, power relations, ethics, aesthetics, and behavior of the dance teachers, dance students, and dancers. These overarching paradigms in the dance culture set important frameworks of teaching and learning in dance. In turn, affecting the learning-processes into being mainly teacher-centered in line with the more traditional, individualized, and authoritarian conservatoire model on the one hand, or in line with a student-centered model based on more democratic, authoritative, and collaborative ways of learning on the other hand. The latter was proved to be more beneficial in relation to the third theme of being, as it seemed to nurture enhanced motivation, enjoyment, achievements, health, and well-being. Considering the second topic, dance and mental health, the scoping review identified that there exist a set of stressors as determinants related to mental health (i.e., cultural-, interpersonal-, environmental-, situational-, and personal), affecting the mental health of dance students, dancers, and dance teachers. A key finding was that tradition is running deep in the dance culture, and that stressors such as cultural-, interpersonal-, and environmental- are mainly culturally embedded, which link the review’s first topic of teaching and learning in dance directly to the topic of dance and mental health. Another key finding was the identification of a range of personal stressors, that revealed that the dance students and dancers themselves, in many cases were their own worst enemy, adding a lot of pressure from within in addition to contextual and external stressors. In light of the second identified theme, coping with stressors, the scoping review identified some important general coping variables such as motivational quality, creativity, and emotional intelligence, which seemed important either for the development or the promotion of coping strategies and coping processes when faced with a range of different stressors. Key findings were that adaptive coping is linked with agency, autonomy, meaning and purpose, as well as social support, care, and student-centered teaching and learning. On the other side, maladaptive coping is related to external control, performance-orientation, contingent self-worth, stress, pressure, anxiety, and risk behavior such as perfectionism, obsessiveness, and overtraining. A key conclusion is that the evidence-based need for a paradigmatic shift into a more student-centered teaching and learning in dance are overdue. Performance culture and teaching paradigms are controllable and changeable, and hence, teacher education in dance is a key, which should be evidence-based. Also, a key could be to do more research-based pilot projects and practice-based interventions from ‘within’ to aid the implementation process and to systematically learn from best practice.
Haraldsen, Heidi Marian (2019). Thriving, striving, or just surviving?: A study of motivational processes among elite junior performers from sports and performing arts. Norges idrettshøgskole. ISSN 9788250205741. Full text in Research Archive Show summary
Paper I: Haraldsen, H. M., Nordin-Bates, S. M., Abrahamsen, F. E., & Halvari, H. (Accepted). Thriving, striving, or just surviving? Learning conditions, motivational processes and well-being among Norwegian elite performers in music, ballet, and sport. Roeper Review. Paper II: Haraldsen, H. M., Halvari, H., Solstad, B. E., Abrahamsen, F. E., & Nordin-Bates, S. M. (2019). The role of perfectionism and controlling conditions in Norwegian elite junior performers’ motivational processes. Frontiers in Psychology, 10, 1366. doi.10.3389/fpsyg.2019.01366 Paper III: Haraldsen, H. M., Solstad, B. E., Ivarsson, A., Halvari, H., & Abrahamsen, F. E. (Resubmitted). An examination of change in basic needs frustration and performance outcomes among elite junior performers. Scandinavian Journal of Medicine & Science in Sport. Paper IV: Haraldsen, H. M., Ivarsson, A., Solstad, B. E., Abrahamsen, F. E., & Halvari, H. (Submitted). Examining the composites of perfectionism and inauthenticity in relation to controlled motivation, performance anxiety and exhaustion among elite junior performers. European Journal of Sport Sciences. Paper V: Haraldsen, H. M., Abrahamsen, F. E., & Halvari, H. (Submitted). Negotiating maladaptive motivational processes – How did elite junior performers from sports and performing arts experience to strive and survive? Psychology of Sport and Exercise.
Haraldsen, Heidi Marian (2010). Rapport til Universitets- og høgskolerådet (UHR) om Karakterundersøkelsen : en undersøkelse av karakterene A-C i estetiske lærerutdanninger. [s.n.]. Full text in Research Archive Show summary
Forfattet av en kommisjon bestående av tre fagpersoner fra Kunsthøgskolen i Oslo (Heidi Marian Haraldsen), Norges idrettshøgskole og Universitetet i Tromsø. Arbeidet har pågått høsten 2010. Sluttrapport innsendt UHR i desember 2010.

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Published Aug. 8, 2024 10:52 AM - Last modified June 18, 2026 9:11 AM