Lars Bjørke
Biographic Data
| ID | 4638611 |
|---|---|
| NAME | Lars Bjørke |
| GIVEN NAMES | Lars |
| FAMILY NAME | Bjørke |
| SIGNATURE | BJØRKE L |
| AFFILIATIONS | University of Inland Norway |
| ORCID | 0000-0003-2328-8919 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Rethinking Group Processing as Part of Cooperative Learning Pedagogies in Physical Education Practice
Group processing is a core component of Cooperative Learning (CL) in physical education (PE), yet research shows that teachers struggle with enacting it. This article critically examines group processing in CL-PE and argues for a reconceptualization that strengthens its educational value. Specifically, we suggest rethinking group processing in terms of its purpose (why), content (what), and facilitation (how). Our conceptualization is organized a…
Reflecting on student reflections in physical education practice: Moving beyond a theory-and-practice divide
Background: Although the theory/practice dualism seems difficult to deal with in physical education (PE) practice, this paper posits that there are ways in which teachers can enable students to develop holistic competencies that encapsulate elements of both theoretical and practical knowledge.We therefore seek to rethink the relationship between theory and practice in PE practice and present ways in which PE teachers can connect these forms of kn…
Principals’ reflections on their engagement in a two-year action research project in physical education
Researchers as actors: Using Vignettes to Understand How Researcher-Facilitators Negotiate Their Roles in Collaborative Research in Physical Education
A significant number of studies have shown that collaborative research can enable practitioners to solve practical issues while simultaneously allowing researchers to study the process of change. However, knowledge about the roles of researcher-facilitators and how these role(s) are experienced, is scarce. In this study, we explore how researchers experience and negotiate their role(s) in a collaborative research project working closely with teac…
The fourth most important school subject’ – Norwegian school principals’ perceptions of physical education
Although many studies have explored teachers’ and students’ perceptions of physical education (PE), the voices and beliefs of school principals about PE remain scarce in existing literature [Ní Chróinín, D., Fletcher, T., Jess, M., & Corr, M. (2020). A major review of stakeholder perspectives on the purposes of primary physical education. European Physical Education Review, 26(2), 322–336]. In Norway, a new national curriculum for PE was introduc…
Bildung encountering core reflection: An outline of a theoretical framework to guide reflective processes in physical education teacher education (Pete)
Background: Reflective practice is widely regarded as a key component of physical education teacher education (PETE). However, research has indicated that PETE students’ reflections often remain at a technical level, lacking engagement with broader educational and societal concerns. While the core reflection approach provides a strength-based model to support professional development, it has been criticised for lacking normative direction and soc…
Success is a journey, not a destination’: Physical education teachers’ and school superintendents’ micro conceptualisations of meaningful continuing professional development
The turn from healthism. Teacher educators’ invention of educational logics of health within Pete in Norway
‘Facilitating change from within’: Investigating students’ experiences of using core reflection in physical education teacher education
Background Reflection plays a pivotal role in professional development, particularly in physical education teacher education (PETE). Research shows that student reflections in PETE often remain at a superficial level, focusing mainly on technical aspects of teaching. However, there's a need for PETE students to engage in deeper reflections, encompassing social, moral, ethical, or political aspects of teaching.Research goal This study investigates…
Exploring student reflection in physical education practice
Background In a recent publication [Bjørke, Lars, and Mikael Quennerstedt. 2023. ‘Reflecting on Student Reflections in Physical Education Practice: Moving Beyond a Theory-and-Practice Divide’. Physical Education and Sport Pedagogy, 1–14. doi:1080/17408989.2023.2281913], we conceptualised how student reflection can be understood in a way that aligns with the practical, situated and embodied nature of physical education. Although this study clarifi…
Teachers’ experiences of enacting pedagogical models and models-based practice: A systematic mixed study review
Background The shift from traditional, teacher-led methods towards more student-centred approaches in many countries has positioned pedagogical models and Models-based Practice (MbP) as a potential future for physical education pedagogy. Over the last 10–15 years there has been a surge in publications reporting on teachers’ experiences of enacting models. These studies have not, until now, been synthesised. Such a synthesis would allow a richer, …
Practising collaboration in model implementation in physical education
Background: Over the last two decades, teachers’ use of models has been frequently highlighted as a possible future for physical education. Literature has also shown that collaborations between teachers and researchers can be effective in supporting teachers not only to successfully implement but also sustain their long-term use of models Despite this evidence, the practice of collaboration itself has so far, at best, been an implicit focus for i…
‘What we have done now is more student-centred’: An investigation of physical education teachers’ reflections over a one-year participatory action research project
Although reflection has a key position in the development of teachers’ pedagogical practices, few studies have investigated the development of physical education teachers’ reflections over time. Against this backdrop, this study seeks to answer the following research question: ‘How does a one-year participatory action research project using Cooperative Learning as a pedagogical intervention influence PE teachers’ reflections about teaching and le…
Cooperative learning in physical education: A study of students’ learning journey over 24 lessons
Background: Although a review of literature on Cooperative Learning (CL) in Physical Education (PE) has shown that CL can facilitate student learning in all legitimate learning domains for PE [Casey, A., and V. A. Goodyear. 2015. “Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature.” Quest 67 (1): 56–72. doi:10.1080/00336297.2014.984733], we need further knowledge about student learning which …
While we may lead a horse to water we cannot make him drink’: Three physical education teachers’ professional growth through and beyond a prolonged participatory action research project
Instead of ‘the frenetic rush’ to find effective models of continuing professional development (CPD) that will ‘work’, Armour et al. (2017, What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework. Sport, Education and Society, 22(7), 799–811. https://doi.org/10.1080/13573322.2015.1083000) suggest rethinking the nature of effective CPD by drawing on the work of John Dewey, and particularly his notion of education …
While we may lead a horse to water we cannot make him drink’: Three physical education teachers’ professional growth through and beyond a prolonged participatory action research project
Instead of ‘the frenetic rush’ to find effective models of continuing professional development (CPD) that will ‘work’, Armour et al. (2017, What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework. Sport, Education and Society, 22(7), 799–811. https://doi.org/10.1080/13573322.2015.1083000) suggest rethinking the nature of effective CPD by drawing on the work of John Dewey, and particularly his notion of education …
Cooperative learning in physical education: A study of students’ learning journey over 24 lessons
Background: Although a review of literature on Cooperative Learning (CL) in Physical Education (PE) has shown that CL can facilitate student learning in all legitimate learning domains for PE [Casey, A., and V. A. Goodyear. 2015. “Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature.” Quest 67 (1): 56–72. doi:10.1080/00336297.2014.984733], we need further knowledge about student learning which …
While we may lead a horse to water we cannot make him drink’: Three physical education teachers’ professional growth through and beyond a prolonged participatory action research project
Instead of ‘the frenetic rush’ to find effective models of continuing professional development (CPD) that will ‘work’, Armour et al. (2017, What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework. Sport, Education and Society, 22(7), 799–811. https://doi.org/10.1080/13573322.2015.1083000) suggest rethinking the nature of effective CPD by drawing on the work of John Dewey, and particularly his notion of education …
‘What we have done now is more student-centred’: An investigation of physical education teachers’ reflections over a one-year participatory action research project
Although reflection has a key position in the development of teachers’ pedagogical practices, few studies have investigated the development of physical education teachers’ reflections over time. Against this backdrop, this study seeks to answer the following research question: ‘How does a one-year participatory action research project using Cooperative Learning as a pedagogical intervention influence PE teachers’ reflections about teaching and le…
‘Facilitating change from within’: Investigating students’ experiences of using core reflection in physical education teacher education
Background Reflection plays a pivotal role in professional development, particularly in physical education teacher education (PETE). Research shows that student reflections in PETE often remain at a superficial level, focusing mainly on technical aspects of teaching. However, there's a need for PETE students to engage in deeper reflections, encompassing social, moral, ethical, or political aspects of teaching.Research goal This study investigates…
Exploring student reflection in physical education practice
Background In a recent publication [Bjørke, Lars, and Mikael Quennerstedt. 2023. ‘Reflecting on Student Reflections in Physical Education Practice: Moving Beyond a Theory-and-Practice Divide’. Physical Education and Sport Pedagogy, 1–14. doi:1080/17408989.2023.2281913], we conceptualised how student reflection can be understood in a way that aligns with the practical, situated and embodied nature of physical education. Although this study clarifi…
Teachers’ experiences of enacting pedagogical models and models-based practice: A systematic mixed study review
Background The shift from traditional, teacher-led methods towards more student-centred approaches in many countries has positioned pedagogical models and Models-based Practice (MbP) as a potential future for physical education pedagogy. Over the last 10–15 years there has been a surge in publications reporting on teachers’ experiences of enacting models. These studies have not, until now, been synthesised. Such a synthesis would allow a richer, …
Practising collaboration in model implementation in physical education
Background: Over the last two decades, teachers’ use of models has been frequently highlighted as a possible future for physical education. Literature has also shown that collaborations between teachers and researchers can be effective in supporting teachers not only to successfully implement but also sustain their long-term use of models Despite this evidence, the practice of collaboration itself has so far, at best, been an implicit focus for i…
Bildung encountering core reflection: An outline of a theoretical framework to guide reflective processes in physical education teacher education (Pete)
Background: Reflective practice is widely regarded as a key component of physical education teacher education (PETE). However, research has indicated that PETE students’ reflections often remain at a technical level, lacking engagement with broader educational and societal concerns. While the core reflection approach provides a strength-based model to support professional development, it has been criticised for lacking normative direction and soc…
Success is a journey, not a destination’: Physical education teachers’ and school superintendents’ micro conceptualisations of meaningful continuing professional development
The turn from healthism. Teacher educators’ invention of educational logics of health within Pete in Norway
Rethinking Group Processing as Part of Cooperative Learning Pedagogies in Physical Education Practice
Group processing is a core component of Cooperative Learning (CL) in physical education (PE), yet research shows that teachers struggle with enacting it. This article critically examines group processing in CL-PE and argues for a reconceptualization that strengthens its educational value. Specifically, we suggest rethinking group processing in terms of its purpose (why), content (what), and facilitation (how). Our conceptualization is organized a…
Reflecting on student reflections in physical education practice: Moving beyond a theory-and-practice divide
Background: Although the theory/practice dualism seems difficult to deal with in physical education (PE) practice, this paper posits that there are ways in which teachers can enable students to develop holistic competencies that encapsulate elements of both theoretical and practical knowledge.We therefore seek to rethink the relationship between theory and practice in PE practice and present ways in which PE teachers can connect these forms of kn…
Principals’ reflections on their engagement in a two-year action research project in physical education
Researchers as actors: Using Vignettes to Understand How Researcher-Facilitators Negotiate Their Roles in Collaborative Research in Physical Education
A significant number of studies have shown that collaborative research can enable practitioners to solve practical issues while simultaneously allowing researchers to study the process of change. However, knowledge about the roles of researcher-facilitators and how these role(s) are experienced, is scarce. In this study, we explore how researchers experience and negotiate their role(s) in a collaborative research project working closely with teac…
The fourth most important school subject’ – Norwegian school principals’ perceptions of physical education
Although many studies have explored teachers’ and students’ perceptions of physical education (PE), the voices and beliefs of school principals about PE remain scarce in existing literature [Ní Chróinín, D., Fletcher, T., Jess, M., & Corr, M. (2020). A major review of stakeholder perspectives on the purposes of primary physical education. European Physical Education Review, 26(2), 322–336]. In Norway, a new national curriculum for PE was introduc…
Physical Education and Pedagogy (15 works) · Inclusion and Disability in Education and Sport (11 works) · Physical education (11 works) · Pedagogy (10 works) · Psychology (10 works) · Mathematics education (8 works) · Sociology (8 works) · Motivation and Self-Concept in Sports (6 works) · Action research (5 works) · Computer Science (5 works)