Andreas Reier Jensen

Associate Professor Department of Education

Email: andreas.r.jensen@uia.no
Phone: +47 38 14 12 38
Mobile phone: +47 48 14 04 68
Office: E1214 (Universitetsveien 25, 4630 Kristiansand, Norway)

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Background and experience

Andreas Reier Jensen (Ph.D.) is an Associate Professor in Education and the research group leader of anthrozoology, the study of human-animal interactions, at the University of Agder. In his research, he has spent the past twelve years working on classroom and school research, as well as teacher education. Jensen has a background as a lecturer and subject didactician in nautical science at both upper secondary school and technical college levels. At the University of Agder, he supervises and teaches in education and sociology of education in both master’s and Ph.D. programs.

Areas of responsibility

Programme Coordinator Master's programme in Education
Leader of the research group Interaction between animals and humans - Anthrozoology

Research

Research fields

Didaktik and Educational Research
Anthrozoology (interaction between animals and humans)
Sociology of Education

Research Techniques

Classroom observation
Discourses and content Analysis
Video analysis
Mixed Methods Design

Research groups

Mastad, Line Beate Tandsæther; Jensen, Andreas Reier; Skjølberg, Katja H-W; Bjelland, Aina & Jensen, Leif (2025). Lesson Study som metode for utvikling av det profesjonelle læringsfellesskapet i videregående skole. Acta Didactica Norden (ADNO). 19(1). doi: 10.5617/adno.11553. Full text in Research Archive Show summary
The article examines a study conducted at an upper-secondary school in Southern Norway, focusing on the experiences of teachers and school leaders using Lesson Study (LS) to enhance their professional community. LS is a collaborative method where teachers jointly plan, implement, and analyze lessons. Data for this study was collected through five focus group interviews with 17 participants, including one interview with school leaders and four with teachers. The data underwent a collective, qualitative analysis alternating between inductive and deductive coding. The findings suggest that participants view the professional community as a collaborative professional effort. Teachers emphasize that adequate time is essential for LS to positively impact professional development. Despite time constraints, LS fostered professional collaboration, increased openness among colleagues, provided insights into teaching practices, and demonstrated direct applicability to teaching. The teachers stress the importance of voluntary participation in LS. School leaders echoed the need for sufficient time, noting that shortages reduce motivation and obscure LS's benefits. They described their school’s implementation of LS as a local adaptation and acknowledged challenges in enabling teachers with enough time to engage with research literature. The lack of time, they reported, diminishes motivation, limits the use of research literature, and reduces experience-sharing, ultimately hindering LS's potential as a tool for professional development. The discussion explores factors influencing time availability for planning, reflection, experience-sharing, research engagement, and balancing autonomy with control—key components of a professional community.
Jensen, Andreas Reier (2024). Kongepuddelen Ulf – en fortelling om kjærlighet mellom to barn og en hund, Hverdagsliv med Hund - betydningsfulle relasjoner. Kolofon Forlag AS. ISSN 9788230026410. Full text in Research Archive
Jensen, Andreas Reier (2024). Video som forskningsverktøy. In Svendsen, Bodil Louise & Borge, Julie Ane Ødegaard (Ed.), Metodelosen- Om valg av forskningsmetode i lærerutdanning. Fagbokforlaget. ISSN 9788245049077. p. 24–49. Full text in Research Archive
Jensen, Andreas Reier & Willbergh, Ilmi (2023). The Dog as an Unaware Pedagogical Agent in a School Reading Course. Anthrozoos. ISSN 0892-7936. doi: 10.1080/08927936.2023.2232657. Full text in Research Archive Show summary
In this study, we observed pupils reading to a dog in a school reading course and asked: How can the pedagogic rituals of schooling explain the dog’s role as a non-judgmental listener? In a qualitative case-study design, video observation was conducted over seven months in a Norwegian primary school to observe year-three pupils’ (average age 8 years) reading experiences with a dog as part of their ordinary reading instruction course. The dog was a male, 10-year-old standard poodle. The children’s school and their socioeconomic status (SES) were average for Norway. Fourteen children participated, four girls and ten boys, with a total of 112 reading sessions with the dog. Interviews and online data supplemented the observations. A narrative analysis found three main categories of the reading sessions: opening sequence, reading sequence, and concluding sequence. To report our findings in this paper, we present a typical narrative informed by the three categories. We conclude that the role of the dog as a non-judgmental listener in a school reading course can be explained by an invisible pedagogy ritualizing the sessions: The ritual assigns the dog a unique educational role in the school setting as a hybrid between animal and human; an unaware pedagogical agent. When reading to the dog, the instructional intention is reinterpreted as a game of pretense that is potentially enjoyable for the pupils and reduces stress.
Kovac, Velibor Bobo; Nome, Dag Øystein; Jensen, Andreas Reier & Skreland, Lisbeth Ljosdal (2023). The why, what and how of deep learning: critical analysis and additional concerns. Education Inquiry. doi: 10.1080/20004508.2023.2194502. Full text in Research Archive Show summary
The concept of deep learning has become a popular and well recognised term in contemporary educational literature and inter-national political documents. Deep learning typically induces posi-tive connotations and represents the learning strategy that educational institutions should adopt in order to assure a sustainable future in modern societies. However, a major chal-lenge with deep learning is the fact that the concept is used in many different scientific fields with a variety of definitions, under-standings and applications. Thus, there is an imbalance between the quantity of governing documents in education that endorse the use of deep learning as a main learning strategy and the amount of academic theory and research examining its defini-tional clarity and related unresolved questions. The aim of the present theoretical analysis is threefold. First, we examine the concept of deep learning in light of the three fundamental ques-tions “why”, “what”, and “how” and make assessments concerning its status in contemporary literature. Second, we discuss the com-patibility between the idea of deep learning and the concepts of educational inclusion and adapted instruction. Finally, we make several recommendations for future development and application of the term deep learning in educational contexts.
Jensen, Andreas Reier (2022). Initial Teacher Education in Secondary Education (Norway). Bloomsbury Education and Childhood Studies. doi: 10.5040/9781350934405.035. Full text in Research Archive
Arnesen, Siv Merete Kjenes; Jensen, Andreas Reier; Patil, Grete Grindal & Berget, Bente (2022). Gården som arena for tilpasset opplæring: Erfaringer med gård–skole-tilbud i et inkluderingsperspektiv. Nordisk tidsskrift for utdanning og praksis. 16(1), p. 101–118. doi: 10.23865/up.v16.3355. Full text in Research Archive Show summary
Tilpasset opplæring på gårdsbruk én eller flere dager i uken er et tilbud til enkelte elever på ungdomstrinnet som har vansker med å nyttiggjøre seg ordinær opplæring i klassen. I lys av teori om inkludering har vi undersøkt erfaringer til ansatte ved skoler og gårdbrukere som samarbeider om opplæringstilbud på gård. Det ble gjennomført 17 semistrukturerte intervju med gårdbrukere og kontaktlærere, rådgiver og skoleledere i kommunal oppvekstenhet ved fem ulike gård–skole-tilbud fra Østlandet, Vestlandet og Midt-Norge. Informantenes erfaringer ble sett i lys av Haugs (2014) teori om inkludering og Lave og Wengers (2003) teori om situerte praksisfellesskap. Informantenes erfaringer viste at relasjonsarbeid og fellesskapsbygging foregår parallelt med samarbeid om meningsfulle og nyttige arbeidsoppgaver på gården, som ble tilpasset den enkelte elevs forutsetninger og interesser. Informantene erfarte også at opplæringstilbud på gård skapte muligheter for nye vennskap for elevene. Tilbudene kan oppleves både inkluderende og segregerende. Vår studie viser at inklusjon i små fellesskap på gården kan være et viktig supplement til inkludering i basisklassen, som en utvidelse av tiltak om tilpasset opplæring i fellesskolen.
Jensen, Andreas Reier (2021). Initial Teacher Education in Primary Education (Norway). Bloomsbury Education and Childhood Studies. doi: 10.5040/9781350993716.003. Full text in Research Archive
Jensen, Andreas Reier (2019). Access in Primary Education (Norway). Bloomsbury Education and Childhood Studies. doi: 10.5040/9781350996304.0013. Full text in Research Archive
Jensen, Andreas Reier (2018). Dyreassistert pedagogikk i barns leseopplæring. In Berget, Bente; Krøger, Elsebeth & Thorød, Anne Brita (Ed.), Antrozoologi. Samspill mellom dyr og menneske. Universitetsforlaget. ISSN 9788215028538. p. 143–159. Full text in Research Archive

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Jensen, Andreas Reier (2019). Innvielse til læreryrket En analyse av praksislærerens veiledningssamtaler Andreas. Cappelen Damm Akademisk. ISBN 9788202647148. 252 p. Full text in Research Archive
Jensen, Andreas Reier (2019). Den triadiske modellen Planlegging, gjennomføring og vurdering av undervisning. Cappelen Damm Akademisk. ISBN 9788202566333. 88 p. Full text in Research Archive
Jensen, Andreas Reier; Ringereide, Hans Otto & Witsø, Hilde (2019). Den triadiske modellen: planlegging, gjennomføring og vurdering av undervisning. Cappelen Damm Akademisk. ISBN 9788202566333. Full text in Research Archive

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Heddeland, Svein; Jensen, Andreas Reier & Brandt, Lisa Annika (2025). UiA-forskere får midler til å utforske dyr som terapi i ungdomsenhet. [Internet]. Uia.no. doi: https:/www.uia.no/om-uia/fakultet/humaniora-og-pedagogikk/aktuelt/uia-forskere-far-midler-til-a-utforske-dyr-som-ter.html. Full text in Research Archive
Jensen, Andreas Reier (2024). Gjert Langfeldt (1948-2022). Agder Vitenskapsakademi Årbok. ISSN 0809-7283. Full text in Research Archive
Jensen, Andreas Reier (2024). Gjert Langfeldt (1948-2022). Agder Vitenskapsakademi Årbok. ISSN 0809-7283. Full text in Research Archive
Jensen, Andreas Reier & Skjølberg, Katja Haaversen-Westhassel (2024). Profesjonsutvikling gjennom Lesson Study - en undersøkelse av læreres og skolelederes erfaring med Lesson Study som metode for skolebasert profesjonsutvikling. Full text in Research Archive
Jensen, Andreas Reier (2023). LL-484: Andreas R. Jensen om lesehunder og dyr i undervisningen. Full text in Research Archive
Jensen, Andreas Reier (2023). Andreas R. Jensen minnes Gjert Langfeldt. Full text in Research Archive
Jensen, Andreas Reier (2023). Tester lesehund i barneskolen: – Jeg har blitt bedre til å lese. NRK-Sørlandet, Kristiansand. Full text in Research Archive
Jensen, Andreas Reier & Willbergh, Ilmi (2023). Dette skjer når barn leser for hunden. Full text in Research Archive
Jensen, Andreas Reier (2023). Leshundforskning. [Journal]. NRK-Sørlandet, Kristiansand. Full text in Research Archive
Jensen, Andreas Reier (2023). Forsker på Lesehund NRK Nyhetsmorgen. NRK, P1. Full text in Research Archive
Jensen, Andreas Reier (2022). Hvordan møter vi globale utdanningsreformer, og «oversetter» de til pedagogisk praksis i barnehage og skole praksis i barnehage og skole, Full text in Research Archive
Jensen, Andreas Reier (2022). Hvordan blir jeg en dyktig lærer? - Forskning på undervisnings- og veiledningspraksis. Full text in Research Archive
Jensen, Andreas Reier (2021). Ine tek med hundane sine inn i klasserommet – skal gjere lesing mindre skummelt. [Internet]. NRK . Full text in Research Archive
Jensen, Andreas Reier (2021). Lesehund i undervisning. [Radio]. NRK P1, NRK Alltid nyheter, NRK nyhetsmorgen. Full text in Research Archive
Jensen, Andreas Reier (2021). Lesehund hjelper barn å lese høyt. [TV]. NRK 1. Full text in Research Archive
Jensen, Andreas Reier (2019). Lesehunden Flint (4) gjør Arthur (11) bedre til å lese. [Journal]. TV2.no. Full text in Research Archive
Jensen, Andreas Reier (2019). Veiledning og vurdering i praktisk lærerdyktighet. Full text in Research Archive
Jensen, Andreas Reier (2019). Hausser opp kjønnskamp i skolen. Full text in Research Archive
Jensen, Andreas Reier (2019). Nordahls karakter- drap på lærerne. Full text in Research Archive
Jensen, Andreas Reier (2019). TV2, Helsekontrollen, 2. Episode 2: Nå forskes det på om en lesehund kan gjøre barn flinkere til å lese. [TV]. TV2, TV2 Sumo. Full text in Research Archive
Jensen, Andreas Reier (2019). Still krav til gutta! NRK Ytring. Full text in Research Archive
Jensen, Andreas Reier & Østby, Carol Margaret (2019). The Pedagogy of Reading to Dogs. Full text in Research Archive
Stray, Ingunn Elisabeth & Jensen, Andreas Reier (2019). Diffractions of Teacher Education Policies in Pre-Service Teacher Practicum. Full text in Research Archive
Jensen, Andreas Reier (2018). Veiledningsprakiser og lærerutdanning. Full text in Research Archive
Jensen, Andreas Reier & Skagen, Kaare (2018). The Syllabus of Norwegian Training of School Mentors for Teacher Training and Newly Qualified Teachers. Full text in Research Archive
Jensen, Andreas Reier (2018). Forsker på lesehund. [Radio]. NRK, Nyhetslunsj. Full text in Research Archive
Jensen, Andreas Reier (2018). Kan kongepuddelen Molly lære barn å lese bedre? [Internet]. NRK, Kultur og underholdning. Full text in Research Archive
Jensen, Andreas Reier (2018). Forsker på effekten av lesehund. [Radio]. NRK, Norgesglasset. Full text in Research Archive
Jensen, Andreas Reier (2018). Veiledning og barnehagens læringsmiljø. Full text in Research Archive
Jensen, Andreas Reier (2018). Veiledningssamtaler med praksisstudenter. Full text in Research Archive
Jensen, Andreas Reier (2018). Forsker på lesehund. [Radio]. NRK, Nyhetsmorgen. Full text in Research Archive
Jensen, Andreas Reier (2017). Veiledningssamtaler som rituell innvielse til læreryrket. Full text in Research Archive
Jensen, Andreas Reier (2017). Towards a Pedagogy of Reading to dogs. Full text in Research Archive
Jensen, Andreas Reier (2017). «Veiledningssamtaler - en rituell innvielse til læreryrket». Full text in Research Archive
Jensen, Andreas Reier (2014). Hva karakteriserer gode veiledningssamtaler ved praksisutplassering av lærerstudenter? Full text in Research Archive
Jensen, Andreas Reier & Skreland, Lisbeth Ljosdal (2012). Fra Christiansand stiftseminar til Universitetet i Agder. Full text in Research Archive
Jensen, Andreas Reier (2012). The Impact of Social Background on Children’s Education in Norway: Didactical Analysis Using Basil Bernstein's Theory of Knowledge Codes. Full text in Research Archive
Jensen, Andreas Reier (2012). How to Determine and Analyse the Impact of Children's Social Background when Pedagogy is Transmitted from Mentor to Trainee Teacher? Full text in Research Archive
Jensen, Andreas Reier (2011). Hvorfor vil ikke Johnny på yrkesfag lese Shakespeare? - om læring, tilsløring og sosial ulikhet i fellesskolen. Full text in Research Archive
Jensen, Andreas Reier (2016). Veiledningsritualet : En dialektisk studie av formaliserte veiledningssamtaler i lærerutdanningens praksisperiode. Universitetet i Agder. ISSN 9788271178291. Full text in Research Archive
Jensen, Andreas Reier & Witsø, Hilde (2015). Observasjons- og planleggingsverktøy for lektorstudenter i 1. og 2. studieår. Universitetet i Agder. Full text in Research Archive
Witsø, Hilde & Jensen, Andreas Reier (2015). Praksisbok for Praktisk-pedagogisk utdanning for yrkesfag for trinn 8 - 13. Universitetet i Agder. Full text in Research Archive
Jensen, Andreas Reier (2014). Den norske helsediskursens orden: innholdsanalyse av mytebyggende retorikk i avistekster fra 1990 til og med 2013. Høgskolen i Hedemark. ISSN 9788276719192. Full text in Research Archive

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Published Apr. 16, 2024 11:38 AM - Last modified Nov. 4, 2024 10:10 AM