Norwegian version
Emilia Andersson-Bakken

Emilia Andersson-Bakken

About

Emilia Andersson-Bakken is Associate Professor at Oslo Metropolitan University, Faculty of Education and International Studies, Department of Primary and Secondary Teacher Education. She teaches and supervises student teachers at bachelor-, master’s- and PhD-level. She is currently a part of three research projects: KriT (Critical thinking in primary education) where she is a member of the leader team. Beoynd access: improving quality of early years reading instructions in Ethiopia and Classroom activities for the six-year-olds- 20 years on (Klassprax_20).
Her research interests are in the areas of classroom research, Initial education, creativity, critical thinking, classroom discourses. And she has been teaching in teacher education since 2012.

Research projects

Scientific publications

Reffhaug, Marthe Berg Andresen; Andersson-Bakken, Emilia ; Jegstad, Kirsti Marie (2024). Supporting primary students’ critical thinking in whole-class conversations about sustainability issues. Environmental Education Research.
https://doi.org/10.1080/13504622.2024.2309584

Lind, Andreas Reichelt ; Andersson-Bakken, Emilia ; Sandvik, Margareth (2023). Patterns of peer talk in consensus-oriented classrooms: Deliberative argumentation or rush toward consensus?. Learning, Culture and Social Interaction. Vol. 40.
https://doi.org/10.1016/j.lcsi.2023.100703

Tørnby, Hilde ; Heggernes, Sissil Lea ; Andersson-Bakken, Emilia ; Svanes, Ingvill Krogstad (2023). Hats off to critical thinking: Anexcursion into Jon Klassen’s hat trilogy. 8 p. Barnelitterært forskningstidsskrift. Vol. 14.
https://doi.org/10.18261/blft.14.1.7

Svanes, Ingvill Krogstad ; Andersson-Bakken, Emilia ; Bjørkvold, Tuva (2022). Hjemmeskole på barnetrinnet under covid-19- pandemien. Norske elevers og læreres beskrivelser av et endret praksisfellesskap. 20 p. Nordisk tidsskrift for utdanning og praksis. Vol. 16.
https://doi.org/10.23865/up.v16.3260

Reffhaug, Marthe Berg Andresen; Jegstad, Kirsti Marie ; Andersson-Bakken, Emilia (2022). Kritisk tenkning – fra intensjon til praksisfortolkning En analyse av barnetrinnslæreres forståelse av kritisk tenkning. 21 p. Acta Didactica Norden (ADNO). Vol. 16.
https://doi.org/10.5617/adno.8989

Andersson-Bakken, Emilia ; Heggernes, Sissil Lea ; Svanes, Ingvill Krogstad ; Tørnby, Hilde (2022). “Men da blir det urettferdig for dem som ikke får!” Bildebøker som utgangspunkt for kritisk tenkning på barnetrinnet. 23 p. Acta Didactica Norden (ADNO). Vol. 16.
https://doi.org/10.5617/adno.8995

Svanes, Ingvill Krogstad ; Andersson-Bakken, Emilia (2021). Teachers’ use of open questions: investigating the various functions of open questions as a mediating tool in early literacy education. Education Inquiry.
https://doi.org/10.1080/20004508.2021.1985247

Bakken, Jonas; Andersson-Bakken, Emilia (2021). Innholdsanalyse. Andersson-Bakken, Emilia; Dalland, Cecilie Pedersen (Ed.). Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse. p. 305-326. Universitetsforlaget.

Bakken, Jonas; Andersson-Bakken, Emilia (2021). The textbook task as a genre. Journal of Curriculum Studies.
https://doi.org/10.1080/00220272.2021.1929499

Andersson-Bakken, Emilia ; Svanes, Ingvill Krogstad ; Bjørkvold, Tuva (2021). Hvordan kan vi forstå lærerrollen når skolen foregår hjemme?. 16 p. Studier i Pædagogisk Filosofi. Vol. 10.
https://doi.org/10.7146/spf.v10i1.122635





These publications are obtained from Cristin. The list may be incomplete