Andreas Reier Jensen

Førsteamanuensis

Institutt for pedagogikk

E-post: andreas.r.jensen@uia.no
Telefon: +47 38141238
Mobiltelefon: +4748140468

Kontor E1214 (Universitetsveien 25, 4630 Kristiansand, Norway)

Forskningsgrupper

Forskning

Faglige interesser

Sociology of education, didactics and pedagogy

Discourse- and content analysis  

School and classroom observation

Vocational education

Educational policy and curriculum studies

Mentoring, tutoring and guidance

Antrozoology

Research Techniques

Mixed Methods Research Design

Content Analysis

Classroom observation

Hermeneutics   

Animal assisted pedagogy/education (anthrozoology)

Pedagogical Experience

2016 Associated Professor in Pedagogy, University of Agder

2014 Visiting Scholar at University of Griffith, Institute for Educational Research Brisbane, Australia

2012 - Pedagogical Editor (film distribution), Norgesfilm AS

2010 - Assistant Professor in Pedagogy, University of Agder

2011- 2012 Lecturer Kristiansand Nautical College

2007 - 2011 Teacher

2007 - 2011 External Examiner at Nautical College

2008 - 2012 Teacher at Nautical High School and Kristiansand County Jail

2001 - 2007 Teacher Upper Secondary and teaching on national training ships

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. Vis sammendrag
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. ISSN 2000-4508. doi: 10.1080/20004508.2023.2194502. Fulltekst i vitenarkiv Vis sammendrag
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. ISSN 2514-6440. doi: 10.5040/9781350934405.035.
Kjenes Arnesen, Siv Merete; 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. ISSN 2535-7697. 16(1), s. 101–118. doi: 10.23865/up.v16.3355. Fulltekst i vitenarkiv
Jensen, Andreas Reier (2021). Initial Teacher Education in Primary Education (Norway). Bloomsbury Education and Childhood Studies. ISSN 2514-6440. doi: 10.5040/9781350993716.003.
Jensen, Andreas Reier (2019). Access in Primary Education (Norway). Bloomsbury Education and Childhood Studies. ISSN 2514-6440. doi: 10.5040/9781350996304.0013.
Jensen, Andreas Reier (2018). Dyreassistert pedagogikk i barns leseopplæring. I Berget, Bente; Krøger, Elsebeth & Thorød, Anne Brita (Red.), Antrozoologi. Samspill mellom dyr og menneske. Universitetsforlaget. ISSN 978-82-15-028538. s. 143–159.

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Jensen, Andreas Reier; Ringereide, Hans Otto & Witsø, Hilde (2019). Den triadiske modellen: planlegging, gjennomføring og vurdering av undervisning. Cappelen Damm Akademisk. ISBN 978-82-02-56633-3.
Jensen, Andreas Reier (2019). Den triadiske modellen Planlegging, gjennomføring og vurdering av undervisning. Cappelen Damm Akademisk. ISBN 978-82-02-56633-3. 88 s.
Jensen, Andreas Reier (2019). Innvielse til læreryrket En analyse av praksislærerens veiledningssamtaler Andreas. Cappelen Damm Akademisk. ISBN 978-82-02-64714-8. 252 s.

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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.
Jensen, Andreas Reier & Willbergh, Ilmi (2023). Dette skjer når barn leser for hunden.
Jensen, Andreas Reier (2023). Tester lesehund i barneskolen: – Jeg har blitt bedre til å lese. NRK-Sørlandet, Kristiansand.
Jensen, Andreas Reier (2023). Leshundforskning. NRK-Sørlandet, Kristiansand.
Jensen, Andreas Reier (2023). Forsker på Lesehund NRK Nyhetsmorgen. NRK, P1.
Jensen, Andreas Reier (2023). Andreas R. Jensen minnes Gjert Langfeldt.
Jensen, Andreas Reier (2023). LL-484: Andreas R. Jensen om lesehunder og dyr i undervisningen.
Jensen, Andreas Reier (2022). Hvordan møter vi globale utdanningsreformer, og «oversetter» de til pedagogisk praksis i barnehage og skole praksis i barnehage og skole, .
Jensen, Andreas Reier (2022). Hvordan blir jeg en dyktig lærer? - Forskning på undervisnings- og veiledningspraksis.
Jensen, Andreas Reier (2021). Lesehund hjelper barn å lese høyt. [TV]. NRK 1.
Jensen, Andreas Reier (2021). Ine tek med hundane sine inn i klasserommet – skal gjere lesing mindre skummelt. [Internett]. NRK .
Jensen, Andreas Reier (2021). Lesehund i undervisning. [Radio]. NRK P1, NRK Alltid nyheter, NRK nyhetsmorgen.
Jensen, Andreas Reier & Østby, Carol Margaret (2019). The Pedagogy of Reading to Dogs.
Stray, Ingunn Elisabeth & Jensen, Andreas Reier (2019). Diffractions of Teacher Education Policies in Pre-Service Teacher Practicum .
Jensen, Andreas Reier (2019). Hausser opp kjønnskamp i skolen. Morgenbladet. ISSN 0805-3847.
Jensen, Andreas Reier (2019). Nordahls karakter- drap på lærerne. Morgenbladet. ISSN 0805-3847.
Jensen, Andreas Reier (2019). Still krav til gutta! NRK Ytring.
Jensen, Andreas Reier (2019). Veiledning og vurdering i praktisk lærerdyktighet.
Jensen, Andreas Reier (2019). Lesehunden Flint (4) gjør Arthur (11) bedre til å lese. [Avis]. TV2.no.
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.
Jensen, Andreas Reier (2018). Veiledningsprakiser og lærerutdanning.
Jensen, Andreas Reier & Skagen, Kaare (2018). The Syllabus of Norwegian Training of School Mentors for Teacher Training and Newly Qualified Teachers .
Jensen, Andreas Reier (2018). Kan kongepuddelen Molly lære barn å lese bedre? [Internett]. NRK, Kultur og underholdning.
Jensen, Andreas Reier (2018). Forsker på effekten av lesehund. [Radio]. NRK, Norgesglasset.
Jensen, Andreas Reier (2018). Forsker på lesehund. [Radio]. NRK, Nyhetslunsj.
Jensen, Andreas Reier (2018). Forsker på lesehund. [Radio]. NRK, Nyhetsmorgen.
Jensen, Andreas Reier (2018). Veiledning og barnehagens læringsmiljø.
Jensen, Andreas Reier (2018). Veiledningssamtaler med praksisstudenter.
Jensen, Andreas Reier (2017). «Veiledningssamtaler - en rituell innvielse til læreryrket».
Jensen, Andreas Reier (2017). Towards a Pedagogy of Reading to dogs.
Jensen, Andreas Reier (2017). Veiledningssamtaler som rituell innvielse til læreryrket.
Jensen, Andreas Reier (2014). Hva karakteriserer gode veiledningssamtaler ved praksisutplassering av lærerstudenter?
Jensen, Andreas Reier & Skreland, Lisbeth Ljosdal (2012). Fra Christiansand stiftseminar til Universitetet i Agder.
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?
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.
Jensen, Andreas Reier (2011). Hvorfor vil ikke Johnny på yrkesfag lese Shakespeare? - om læring, tilsløring og sosial ulikhet i fellesskolen.
Jensen, Andreas Reier (2016). Veiledningsritualet En dialektisk studie av formaliserte veiledningssamtaler i lærerutdanningens praksisperiode. Universitetet i Agder. ISSN 978-82-7117-829-1.
Witsø, Hilde & Jensen, Andreas Reier (2015). Praksisbok for Praktisk-pedagogisk utdanning for yrkesfag for trinn 8 - 13. Universitetet i Agder.
Jensen, Andreas Reier & Witsø, Hilde (2015). Observasjons- og planleggingsverktøy for lektorstudenter i 1. og 2. studieår. Universitetet i Agder.
Jensen, Andreas Reier (2014). Den norske helsediskursens orden: innholdsanalyse av mytebyggende retorikk i avistekster fra 1990 til og med 2013. Høgskolen i Hedemark. ISSN 978-82-7671-919-2.

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Publisert 16. apr. 2024 11:38