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 groups
Research projects
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Beyond access: improving quality of early years reading instructions in Ethiopia
The objective of the project is to improve the quality of education for primary grades in Ethiopian schools.
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Classroom activities for the six-year-olds – 20 years on (Klassprax_20)
The project investigates and evaluates the classroom activities of six year old children.
-
Critical thinking in primary education
KriT is an interdisciplinary project aiming at developing educational models for critical thinking in primary education using children’s literature and news.
Publications and research
Scientific publications
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.
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.
Nordisk tidsskrift for utdanning og praksis
.
Vol. 16.
https://utdanningogpraksis.no/index.php/up/article...
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://journals.uio.no/adnorden/article/view/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://journals.uio.no/adnorden/article/view/8995
Andersson-Bakken, Emilia; Svanes, Ingvill Krogstad; Bjørkvold, Tuva
(2021).
Hvordan kan vi forstå lærerrollen når skolen foregår hjemme?.
Studier i Pædagogisk Filosofi
.
Vol. 10.
https://tidsskrift.dk/spf/article/view/122635
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 .
Bakken, Jonas; Andersson-Bakken, Emilia (2021). Innholdsanalyse. Andersson-Bakken, Emilia; Dalland, Cecilie Pedersen (Ed.). Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse. Kapittel 13. p. 305-326. Universitetsforlaget.
Andersson-Bakken, Emilia; Dalland, Cecilie Pedersen (2021). Gjenbruk av kvalitative data i utdanningsforskning. Andersson-Bakken, Emilia; Dalland, Cecilie Pedersen (Ed.). Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse. Kapittel 3. p. 71-88. Universitetsforlaget.
Dalland, Cecilie Pedersen; Bjørnestad, Elisabeth; Andersson-Bakken, Emilia (2021). Observasjon som metode i barnehage- og klasseromsforskning. Andersson-Bakken, Emilia; Dalland, Cecilie Pedersen (Ed.). Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse. Kapittel 6. p. 125-152. Universitetsforlaget.
Bakken, Jonas; Andersson-Bakken, Emilia
(2021).
The textbook task as a genre.
Journal of Curriculum Studies
.
http://hdl.handle.net/10852/86238
