Reidun Hoff-Jenssen

• Hoff-Jenssen, Reidun (2025). Teachers’ support for children becoming pupils. An observation study of teachers’ interactions and scaffolding in first grade. Scandinavian Journal of Educational Research. ISSN 0031-3831. p. 1–16. doi: 10.1080/00313831.2025.2506385. Full text in Research Archive
• Fjeld, Hilde Sofie; Bjørnstad, Gunhild Brænne; Hoff-Jenssen, Reidun & Maugesten, Marianne (2025). Perspectives on Norwegian Student Teacher Practice in Malawi. Intercultural Education. ISSN 1467-5986. 36(5), p. 564–581. doi: 10.1080/14675986.2025.2496080. Full text in Research Archive
• 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. 33(1). doi: 10.1080/1350293X.2024.2325985. Full text in Research Archive Show summary

  Being a schoolchild involves academic and social competencies often expressed from the viewpoints of politicians, researchers or parents. This article focuses on pupils’ views, highlighting their experiences and reflections and aiming to give the pupils a voice in education. The study is based on data from 39 group interviews with 115 first-grade pupils. The analysis identified three main themes seen as vital to mastering the schoolchild’s role: (1) understanding school, (2) academic adjustment and (3) social adjustment. The analysis further revealed that pupils drew on two horizons of interpretation shaping their understanding of how to be a pupil: school and preschool. Six factors, differently positioned to the two horizons of interpretation, were identified: play, friends, co-determination, spare time, work and discipline. Based on pupils emphasizing friendship and social skills as significant success factors, teaching incorporating both academic and social aims need to be prioritized for the youngest pupils.

• Hoff-Jenssen, Reidun (2023). Begynneropplæring – et begrep i stadig endring? En diskursanalyse av meldinger til Stortinget, fra seksårsreformen til fagfornyelsen. Nordisk tidsskrift for utdanning og praksis. 17(3), p. 1–27. doi: 10.23865/up.v17.4154. Full text in Research Archive
• 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 Show summary

  In this study, an undergraduate teacher education course is used to explore whether and how academic reading seminars refect the theoretical notion of academic literacies and provide a learning environment for developing academic and professional learning and engagement. The data analyzed in this article are transcribed recordings of small group activities where students discuss scientifc articles based on a template. First, our empirical analysis shows that the use of the template facilitated dialogical discussions and the development of a cognitive skillset and disciplinary categories when used in a social setting. Second, we found that the most challenging part of designing a reading practice related to the academic literacies tradition was fostering a dialogical environment for discussing the validity of fndings across diferent contexts and provide for discussions encompassing complexity, nuances, and meaning making. We found traces of such discussions in all the transcripts; however, many examples were in a premature stage. The paper concludes with a discussion on, and some suggestions for, further development of the template used in the reading seminars.

• 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. 6. doi: 10.23865/ntpk.v6.2030. Full text in Research Archive Show summary

  The need for emphasizing initial schooling (begynneropplæring) for children starting the first year of primary school and in teacher education has been strongly advocated by policymakers and researchers in Norway the last two to three decades. The concept initial schooling is usually related to various classroom and school activities in grade one, including activities leading to literacy and numeracy. However, a clear-cut definition or conceptual discussion is almost absent in research literature and policy documents. The aim for this article is to contribute to such discussion on how initial schooling may be conceptualized. Based on analyses of seven focus group interviews with 37 teachers, we have identified a narrow and a wide understanding of initial schooling. The narrow understanding delimits initial schooling to development of literacy and numeracy, while the wide understanding may be related to the childrens’ socialization process into becoming a pupil as well as the wider educational aim of bildung in Norway.

• 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. 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. Full text in Research Archive

View all works in NVA

• Hoff-Jenssen, Reidun (2025). Teachers’ support for children becoming pupils. doi: https:/www.tandfonline.com/doi/full/10.1080/00313831.2025.2506385. Full text in Research Archive
• Hoff-Jenssen, Reidun (2025). Teachers' teaching priorities in first grade. Full text in Research Archive
• Hoff-Jenssen, Reidun & Maugesten, Marianne (2025). The Norwegian School System. Full text in Research Archive
• Maugesten, Marianne; Bjørnstad, Gunhild Brænne; Hoff-Jenssen, Reidun & Fjeld, Hilde Sofie (2023). "I really feel like I've come back as a different person". Full text in Research Archive
• Hoff-Jenssen, Reidun (2023). 1st-grade pupils' experiences of their first year at primary school. Full text in Research Archive
• 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. Full text in Research Archive
• Hoff-Jenssen, Reidun (2023). Facilitating the development of social competence. Full text in Research Archive
• Afdal, Hilde Wågsås; Spernes, Kari Iren & Hoff-Jenssen, Reidun (2022). Akademisk lesing som sosial praksis. Full text in Research Archive
• Hoff-Jenssen, Reidun (2022). Initial schooling, an unclear concept. Full text in Research Archive
• Hoff-Jenssen, Reidun; Fjeld, Hilde Sofie; Maugesten, Marianne & Bjørnstad, Gunhild Brænne (2022). Student Teacher Practice in Malawi, from Norwegian Educators’ Perspective. Full text in Research Archive
• Hoff-Jenssen, Reidun (2022). Et forskningsperspektiv på begynneropplæring. Full text in Research Archive
• Hoff-Jenssen, Reidun; Bjerke, Mari Odberg & Afdal, Hilde Wågsås (2021). Begynneropplæring en kjent men uklart begrep. Full text in Research Archive
• Hoff-Jenssen, Reidun (2021). How does 1st grade pupils experience and perceive becoming a pupil? Full text in Research Archive
• Bjørnstad, Gunhild Brænne; Maugesten, Marianne; Hoff-Jenssen, Reidun & Fjeld, Hilde Sofie (2021). International Student Teacher Practice. Full text in Research Archive
• Hoff-Jenssen, Reidun (2021). Begynneropplæring i skolen. Full text in Research Archive
• 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». Full text in Research Archive
• Hoff-Jenssen, Reidun & Fjeld, Hilde Sofie (2019). What is the significance of foreign practice in Malawi for student teachers' professional understanding and development? Full text in Research Archive
• Hoff-Jenssen, Reidun & Kleppe, Astrid Meling (2019). Hvordan kan tolærersystemet brukes som et pedagogisk virkemiddel og bidra til å øke inkludering? Full text in Research Archive
• Fjeld, Hilde Sofie; Hoff-Jenssen, Reidun & Grinderud, Kristine Charlotte (2018). Leadership of teacher’s collective learning. Full text in Research Archive
• 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. Full text in Research Archive
• Hoff-Jenssen, Reidun; Fjeld, Hilde Sofie & Spernes, Kari Iren (2017). Kulturforståelse i organisasjoner og mellom mennesker. Full text in Research Archive
• 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’? Full text in Research Archive
• 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? Full text in Research Archive
• 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 9788278604502. Full text in Research Archive Show summary

  Følgeforskningsprosjektet MAGLU-forsk ble igangsatt sommeren 2018. Prosjektet ser på innføring av femårige grunnskolelærerutdanninger ved HiØ, og vil pågå til det første studentkullet som startet på MAGLU høsten 2017, har gjennomført sitt studium våren 2022. Dette er den andre delrapporten fra prosjektet. På oppdrag fra dekan ved avdeling for lærerutdanning skal prosjektgruppen gjennomføre et følgeforskningsprosjekt på implementering av nye femårige grunnskolelærerutdanninger ved Høgskolen i Østfold Grunnskolelærerutdanningene for 1-7 og 5-10 ble fra høsten 2017 utvidet med ett år fra fireårige til femårige utdanninger. Formålet med innføring av femårige grunnskolelærerutdanninger er at neste generasjon lærere skal få mer forskningsbasert kunnskap, mer faglig fordypning og mer praksis før de skal ut i jobb. Prosjektet ser på hvilken betydning innføring av femårig utdanning har for opplæringen (undervisning, arbeidsformer, vurderingsformer, praksisopplæring), samt hvordan studenter, faglærere, programkoordinatorer og praksislærere opplever de femårige MAGLU-masterne ved HiØ. Den første delrapporten fra prosjektet kom i august 2019, og var basert på en spørreundersøkelse blant studentene som startet på MAGLU høsten 2017, gruppeintervjuer med studenter og individuelle intervjuer med programkoordinatorer (Afdal og Bjordal 2019). Denne delrapporten er basert på intervjuer med faglærere og praksiskoordinatorer fra HiØ og praksislærere ved skoler der studentene har hatt praksisstudier. Rapporten er utformet av Hilde Afdal, Fred Rune Bjordal og Reidun Hoff-Jenssen. I arbeidet med rapporten har vi hatt samarbeid med Eva Maagerø, Ellen Rye og Birte Simonsen ved Universitetet i Sørøst-Norge (USN). Den samme intervjuguiden er brukt ved begge institusjonene, og en tilsvarende rapport som denne foreligger fra USN (Maagerø, E., Rye, E. & Simonsen, B. (2020).

• 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. Full text in Research Archive

View all works in NVA