Reidun Hoff-Jenssen

Norwegian version of this page Department of Education, ICT and Learning

Press photo

Norwegian version of this page Position

Assistant Professor

Contact

+4748182708

reidun.hoff-jenssen@hiof.no

Study place

Halden

Office nr.

E1-054

Academic interests

Pedagogy
Learning environment
Adapted education
Professional development
Research-based Teacher Education

Courses taught

Teaches in pedagogy in

Background

Work Experience

Teacher at Primary and Secondary School, 1999-2014
Teacher Education at Østfold University Collage, 2014 -

Education

Teacher Education
Special needs education, University of Oslo
MA pedagogy, University of Oslo

Research groups

Hoff-Jenssen, Reidun (2024). ‘The most important thing in first grade is to make friends’. Pupils’ views on becoming a schoolchild. European Early Childhood Education Research Journal. ISSN 1350-293X. doi: 10.1080/1350293X.2024.2325985.
Hoff-Jenssen, Reidun (2023). "Initial schooling" - a constantly changing term? Nordisk tidsskrift for utdanning og praksis. ISSN 2535-7697. 17(3), p. 1–27. doi: 10.23865/up.v17.4154.
Afdal, Hilde Wågsås; Spernes, Kari Iren & Hoff-Jenssen, Reidun (2022). Academic reading as a social practice in higher education. Higher Education. ISSN 0018-1560. doi: 10.1007/s10734-022-00893-x. Full text in Research Archive
Hoff-Jenssen, Reidun & Kleppe, Astrid Meling (2020). Økt lærertetthet = økt inkludering? En kvalitativ undersøkelse av læreres erfaring med systematisk bruk av to lærere i opplæringen. Paideia - Tidsskrift for professionel pædagogisk praksis. ISSN 1904-9633. p. 87–98.
Hoff-Jenssen, Reidun; Bjerke, Mari Emma Odberg & Afdal, Hilde Wågsås (2020). Begynneropplæring – et kjent, men uklart begrep: En analyse av læreres perspektiver . Nordisk tidsskrift for pedagogikk og kritikk. ISSN 2387-5739. 6. doi: 10.23865/ntpk.v6.2030. Full text in Research Archive
Sørmo, Dag; Jensen, Roald; Hoff-Jenssen, Reidun & Karlsen, Kristine Høeg (2018). Teachers' professional knowledge. A critical analysis of newly qualified teachers' experiences, knowledge and roles - do they matter: for whom and for what? In Dorczak, Roman (Eds.), Leading and Managing for Development. Jagiellonian University Institute of Public Affairs. ISSN 9788365688231.

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Hoff-Jenssen, Reidun & Kleppe, Astrid Meling (2023). Increased teacher density, a qualitative study of pupils and parents’ experiences of the use of two teachers in the classroom.
Hoff-Jenssen, Reidun (2023). Facilitating the development of social competence.
Hoff-Jenssen, Reidun (2023). 1st-grade pupils' experiences of their first year at primary school.
Maugesten, Marianne; Bjørnstad, Gunhild Brænne; Hoff-Jenssen, Reidun & Fjeld, Hilde Sofie (2023). "I really feel like I've come back as a different person".
Hoff-Jenssen, Reidun (2022). Et forskningsperspektiv på begynneropplæring.
Afdal, Hilde Wågsås; Spernes, Kari Iren & Hoff-Jenssen, Reidun (2022). Akademisk lesing som sosial praksis.
Hoff-Jenssen, Reidun; Fjeld, Hilde Sofie; Maugesten, Marianne & Bjørnstad, Gunhild Brænne (2022). Student Teacher Practice in Malawi, from Norwegian Educators’ Perspective.
Hoff-Jenssen, Reidun (2022). Initial schooling, an unclear concept .
Hoff-Jenssen, Reidun (2021). How does 1st grade pupils experience and perceive becoming a pupil? .
Bjørnstad, Gunhild Brænne; Maugesten, Marianne; Hoff-Jenssen, Reidun & Fjeld, Hilde Sofie (2021). International Student Teacher Practice.
Hoff-Jenssen, Reidun; Bjerke, Mari Odberg & Afdal, Hilde Wågsås (2021). Begynneropplæring en kjent men uklart begrep.
Hoff-Jenssen, Reidun (2021). Begynneropplæring i skolen.
Hoff-Jenssen, Reidun & Kleppe, Astrid Meling (2019). Hvordan kan tolærersystemet brukes som et pedagogisk virkemiddel og bidra til å øke inkludering?
Hoff-Jenssen, Reidun & Kleppe, Astrid Meling (2019). «Increased teacher density into a system - a qualitative study of systematic use of two teachers in the classroom with an inclusiv perspecitv» .
Hoff-Jenssen, Reidun & Fjeld, Hilde Sofie (2019). What is the significance of foreign practice in Malawi for student teachers' professional understanding and development?
Hoff-Jenssen, Reidun; Afdal, Hilde Wågsås & Spernes, Kari Iren (2018). Critical reading as a social activity for the purpose of academic and professional learning in teacher education .
Fjeld, Hilde Sofie; Hoff-Jenssen, Reidun & Grinderud, Kristine Charlotte (2018). Leadership of teacher’s collective learning.
Hoff-Jenssen, Reidun; Afdal, Hilde Wågsås & Bjerke, Mari Oberg (2017). Basic skills beyond the school subjects? What do 1st-4th grade teachers identify and approach as ‘basic skills’? .
Hoff-Jenssen, Reidun; Fjeld, Hilde Sofie & Spernes, Kari Iren (2017). Kulturforståelse i organisasjoner og mellom mennesker.
Sørmo, Dag; Jensen, Roald; Karlsen, Kristine Høeg & Hoff-Jenssen, Reidun (2017). Teachers' professional knowledge. A critical analysis of newly qualified teachers' experiences, knowledge and roles - do they matter: for whom and for what?
Afdal, Hilde Wågsås; Bjordal, Fred Rune & Hoff-Jenssen, Reidun (2020). Femårig grunnskolelærerutdanning på masternivå – ny og utfordrende : Et følgeforskningsprosjekt ved Høgskolen i Østfold : Delrapport 2. Skriftserien fra Universitetet i Sørøst-Norge Horten. ISSN 978-82-7860-450-2.
Fjeld, Hilde Sofie; Hoff-Jenssen, Reidun; Maugesten, Marianne & Bjørnstad, Gunhild Brænne (2020). Rapport om studentpraksis i Malawipraksis - et samarbeid mellom Høgskolen i Østfold, Kjølberg skole og skoler i Malawi. Høgskolen i Østfold.

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Published June 12, 2018 4:23 PM - Last modified Oct. 11, 2021 2:24 PM