Johan Kristian Andreasen
Biographic Data
| ID | 6510493 |
|---|---|
| NAME | Johan Kristian Andreasen |
| GIVEN NAMES | Johan Kristian |
| FAMILY NAME | Andreasen |
| SIGNATURE | ANDREASEN J K |
| AFFILIATIONS | University of Agder |
| ORCID | 0000-0002-1856-5777 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The mentor teacher’s role in early childhood teacher education
Practicum in early childhood teacher education is widely acknowledged as essential, with kindergarten-based mentor teachers playing a key role in student teachers’ professional development. Despite their importance, research on early childhood education mentor teachers remains limited to date. This mixed methods study explores how mentor teachers perceive their role, including motivations and challenges. It combines survey data with qualitative i…
Learning on patrol
This study examines informal supervision’s role in police education field training and its contribution to future police officers’ professional development. While formal supervision in police education is structured and evaluation-based, informal supervision, characterized by spontaneous, situational interactions, remains underexamined despite its potential impact on learning outcomes. Using a qualitative research design, four focus group intervi…
Profiling teacher educators’ strategies for professional digital competence development
The present study investigates the variety among teacher educators (TEds) related to the use of digital resources in teaching as well as the strategies they use to develop digital competence. A person-centred approach was applied to identify meaningful patterns among TEds having different levels of self-reported digital expertise, at five teacher education institutions. Survey data from TEds (N = 389) was subjected to structural equation modellin…
School-based mentor teachers as boundary-crossers in an initial teacher education partnership
Teacher educators are constantly challenged to collaborate across organizational boundaries between higher education and schools. This study examines a school-university partnership in Norway where school-based mentor teachers are co-employed in short-term contracts as joint faculty, collaborating on subject development, co-planning, and co-instruction. The study is based on interviews with 11 school-based mentor teachers co-employed as joint fac…
Being a teacher and teacher educator
School-based mentor teachers as boundary-crossers in an initial teacher education partnership
Teacher educators are constantly challenged to collaborate across organizational boundaries between higher education and schools. This study examines a school-university partnership in Norway where school-based mentor teachers are co-employed in short-term contracts as joint faculty, collaborating on subject development, co-planning, and co-instruction. The study is based on interviews with 11 school-based mentor teachers co-employed as joint fac…
Being a teacher and teacher educator
Being a teacher and teacher educator
School-based mentor teachers as boundary-crossers in an initial teacher education partnership
Teacher educators are constantly challenged to collaborate across organizational boundaries between higher education and schools. This study examines a school-university partnership in Norway where school-based mentor teachers are co-employed in short-term contracts as joint faculty, collaborating on subject development, co-planning, and co-instruction. The study is based on interviews with 11 school-based mentor teachers co-employed as joint fac…
Profiling teacher educators’ strategies for professional digital competence development
The present study investigates the variety among teacher educators (TEds) related to the use of digital resources in teaching as well as the strategies they use to develop digital competence. A person-centred approach was applied to identify meaningful patterns among TEds having different levels of self-reported digital expertise, at five teacher education institutions. Survey data from TEds (N = 389) was subjected to structural equation modellin…
The mentor teacher’s role in early childhood teacher education
Practicum in early childhood teacher education is widely acknowledged as essential, with kindergarten-based mentor teachers playing a key role in student teachers’ professional development. Despite their importance, research on early childhood education mentor teachers remains limited to date. This mixed methods study explores how mentor teachers perceive their role, including motivations and challenges. It combines survey data with qualitative i…
Learning on patrol
This study examines informal supervision’s role in police education field training and its contribution to future police officers’ professional development. While formal supervision in police education is structured and evaluation-based, informal supervision, characterized by spontaneous, situational interactions, remains underexamined despite its potential impact on learning outcomes. Using a qualitative research design, four focus group intervi…
Psychology (4 works) · Teacher Education and Leadership Studies (3 works) · Collaborative Teaching and Inclusion (2 works) · Faculty Development (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Political science (2 works) · Professional development (2 works) · Qualitative research (2 works) · Sociology (2 works)