Lars Bjørke

• Bjørke, Lars (2024). "Det enkle er ikke alltid det beste": om ulike forståelser av samarbeidslæring . I Røynesdal, Øystein & Thorjussen, Ingfrid M. (Red.), Kroppsøving i praksis: læreplanbegreper, klasseledelse og undervisningsmetode. Universitetsforlaget. ISSN 9788215063744.
• Bjørke, Lars (2023). Aksjonsforskning: Velegnede tilnærminger for utforskning av nye pedagogiske praksiser (?). I Øien, Ola Buan; Heggernes, Sissil Lea & Karlsen, Anne Mette Færøyvik (Red.), Flerstemmige perspektiver i norsk utdanningsforskning. Spenninger og muligheter. Cappelen Damm Akademisk. ISSN 978-82-02-81798-5. s. 169–187.
• Bjørke, Lars & Quennerstedt, Mikael (2023). Reflecting on student reflections in physical education practice: moving beyond a theory-and-practice divide. Physical Education and Sport Pedagogy. ISSN 1740-8989. doi: 10.1080/17408989.2023.2281913. Fulltekst i vitenarkiv
• Moen, Kjersti Mordal & Bjørke, Lars (2023). Å strekke seg litt lenger: Hva kan vi lære av erfaringene av implementering av et fagutviklingsprosjekt i kroppsøving? Journal for Research in Arts and Sports Education. ISSN 2535-2857. 7(2), s. 56–71. doi: 10.23865/jased.v7.5199. Fulltekst i vitenarkiv
• Bjørke, Lars (2023). Samarbeidslæring - en pedagogisk modell for anerkjennende samspill i kroppsøving, Et anerkjennende kroppsøvingsfag . Cappelen Damm Akademisk. ISSN 9788202763343. s. 230–249.
• Bjørke, Lars & Casey, Ashley (2023). Practising collaboration in model implementation in physical education. Physical Education and Sport Pedagogy. ISSN 1740-8989. doi: 10.1080/17408989.2022.2125945. Fulltekst i vitenarkiv Vis sammendrag

  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 investigation and the ways in which collaborations are practised seem to vary. Purpose: In this paper, we argue that there is a need to move beyond stating that collaborations work and understand more about the different ways collaborations between teachers and researchers might be practised. We do so by presenting three empirical illustrations which represent different collaborative practices and discuss the consequences these have for teachers’ implementation of models. Methods: The empirical illustrations draw on data from teacher interviews, recorded workshops and the first author’s reflective research diary collected over a two-year collaborative project. Through a cyclical and iterative process of analysing the data we identified three ways in which the practice of collaboration was practised: ‘the researcher knows best’, ‘basing learning on the needs of the teachers’ and ‘the end of the beginning’. To further our understanding and discuss the consequences of these practices, we used practice architectures , models-as-specification versus models-as-prescriptionand fidelity to procedure versus fidelity to goals as theoretical concepts. Illustrations: The ‘researcher knows best’ illustration represents a collaboration in which the researcher believes they know best about what the teachers should learn and what they would benefit from most. Hence, the researcher provided knowledge about how and why pedagogical models could be implemented, without consulting the teachers. The second illustration, ‘basing the learning on the needs of the teachers’ investigates how the researcher tried to learn from their on-going experiences and adjust the way they approached the collaboration with the teachers, to increase the level of teacher autonomy. The third illustration, ‘the end of the beginning’ shows a collaboration in which the researcher deliberately took a more peripheral role. This allowed the teachers to decide both on what they needed to learn and how this could be achieved. Conclusions: Although our theoretical concepts allowed us to problematize different aspects of all these practices, it is not our ambition to say that there is a right or wrong way of working together to enable teachers to implement models. Indeed, we suggest that to collaborate is something that needs to be continuously practised by both teachers and researchers to respond to the different needs at different times in the process of collaboration. In conclusion, we suggest that planning for collaborations that; (1) allow models to be considered as specifications for practices and (2) allow fidelity to be considered in relation to the overall purpose of the model, could serve as two guiding principles for future collaborations.

• Bjørke, Lars; Standal, Øyvind Førland & Moen, Kjersti Mordal (2022). ‘What we have done now is more student-centred’: an investigation of physical education teachers’ reflections over a one-year participatory action research project. Educational Action Research. ISSN 0965-0792. doi: 10.1080/09650792.2022.2062407. Fulltekst i vitenarkiv
• Bjørke, Lars; Standal, Øyvind Førland & Moen, Kjersti Mordal (2020). ‘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. Sport, Education and Society. ISSN 1357-3322. doi: 10.1080/13573322.2020.1799781. Fulltekst i vitenarkiv Vis sammendrag

  Instead of ‘the frenetic rush’ to find effective models of continuing professional development (CPD) that will ‘work’, Armour et al. (2017 Armour, K. , Quennerstedt, M. , Chambers, F. , & Makopoulou, K. (2017). What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework. Sport, Education and Society , 22 (7), 799–811. https://doi-org.ezproxy.inn.no/10.1080/13573322.2015.1083000 [Taylor & Francis Online], [Web of Science ®], [Google Scholar], What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework. Sport, Education and Society, 22(7), 799–811. https://doi-org.ezproxy.inn.no/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 as growth. Against this backdrop, the study evaluated three physical education (PE) teachers’ engagement with a prolonged transformative CPD initiative using participatory action research (PAR) to implement Cooperative Learning. More specifically, the study posed two research questions: ‘How do three PE teachers experience their engagement with a prolonged CPD initiative using PAR?’, and ‘How do their experiences facilitate and/or obstruct development and growth?’ I, the first author, took the role of facilitator, supporting the teachers throughout their journeys. The study draws on data from interviews with the teachers conducted at four points through their journey, from nine professional development workshops and from about 100 pages of my reflective diary. On analysing the data, we identified four themes relevant to understanding the teachers’ journeys: ‘PAR as an educative CPD experience’; ‘experiencing Cooperative Learning as something that “works” – and “costs”’; ‘reconstruction of mis-educative experiences’; and ‘further development and growth’. We found that the tension between previous experiences of teaching PE and new experiences of teaching through Cooperative Learning challenged the teachers’ established knowledge and practices. However, not all experiences were equally educative, and some restricted possibilities for further development and growth. We found that the teachers’ journeys beyond the pedagogical intervention developed along different paths, making the project both educative and non-educative. We acknowledge that education must be understood as a complex endeavour (Quennerstedt, 2019 Quennerstedt, M. (2019). Physical education and the art of teaching: Transformative learning and teaching in physical education and sports pedagogy. Sport, Education and Society , 24 (6), 611–623. https://doi-org.ezproxy.inn.no/10.1080/13573322.2019.1574731 [Taylor & Francis Online], [Web of Science ®], [Google Scholar], Physical education and the art of teaching: Transformative learning and teaching in physical education and sports pedagogy. Sport, Education and Society, 24(6), 611–623. https://doi-org.ezproxy.inn.no/10.1080/13573322.2019.1574731), making the directions of teachers’ learning journeys hard to predict.

• Bjørke, Lars & Moen, Kjersti Mordal (2020). Cooperative learning in physical education: a study of students? learning journey over 24 lessons. Physical Education and Sport Pedagogy. ISSN 1740-8989. doi: 10.1080/17408989.2020.1761955. Fulltekst i vitenarkiv Vis sammendrag

  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 results from the sustained implementation of the model beyond the initial unit. Purpose: This paper draws on 24 lessons of CL over two academic years investigating students’ learning journey through (a) teachers’ perceptions on students’ learning journey through CL, and (b) students’ experiences of their learning journey through CL. Method: The study is part of a larger participatory action research project and follows students through four related six-week interventions in PE. The study draws on different data sources such as interviews, observation notes and the researcher’s reflective diary in order to acquire an in-depth understanding of students’ learning journey. Through first author’s close presence throughout the project, Lars was very familiar with the data. Hence, the analysis adopted an abductive approach [Alvesson, M., and K. Sköldberg. 2018 Reflexive Methodology: New Vistas for Qualitative Research. 3rd ed. Los Angeles, CA: Sage] in which the empirical data were examined with the aid of pre-established theoretical concepts. Findings: Three themes emerged from the analysis. The first, ‘shifting attitudes’ highlighted how students changed their attitudes towards CL from being reluctant to positive. The second, ‘the influence of having learning objectives’ shows that working systematically with learning objectives over time, helped students understand that physical education is, in fact, a subject for learning. The final theme, ‘social- and emotional learning’, identified aspects of students’ learning that eventually results in all students being capable of working alongside their peers to master academic tasks in physical education. Conclusion: After experiencing learning through CL as meaningful, many students developed a positive attitude towards CL and working with their peers in small groups. The paper shows that having learning objectives is something most students appreciate and value. Nevertheless, working with learning objectives must be undertaken systematically over time so that students understand that they are expected to learn in physical education. While other studies have suggested that it took a few weeks for students to work comfortably together [Casey, A., B. Dyson, and A. Campbell. 2009. “Action Research in Physical Education: Focusing Beyond Myself Through Cooperative Learning.” Educational Action Research 17 (3): 407–423. doi:10.1080/09650790903093508], students in this project required up to 17 lessons before they were able to function in their groups. At the same time, all students, with different motor, social, cognitive and affective challenges, can be capable of learning through CL. However, this did not happen by chance, and the teacher must carefully adapt the delivery of the CL model to meet the needs of all students.

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• Bjørke, Lars (2024). Samarbeidslæring i praksis.
• Bjørke, Lars (2023). Samarbeidslæring: Mer enn å dele inn i to lag.
• Bjørke, Lars (2023). Hvordan kan elevrefleksjon forstås i kroppsøvingspraksis, og hvordan kan dette undersøkes metodologisk?
• Bjørke, Lars (2023). Samarbeidslæring - et rammeverk for anerkjennende samspill i kroppsøving.
• Bjørke, Lars & Quennerstedt, Mikael (2023). Reflecting on student reflection in PE practice – moving beyond a theory and practice divide.
• Esser-Noethlichs, Marc; Bjørke, Lars & Lund, Siv (2023). Bildung encountering core refection in physical education teacher education (PETE): Exploring the potentials and limitations of core reflection to promote professional development.
• Bjørke, Lars & Moen, Kjersti Mordal (2023). The Researcher as an Actor: Negotiating the Researchers' Role in Collaborative Research Projects in Physical Education.
• Moen, Kjersti Mordal; Aasland, Erik; Løndal, Knut; Jordet, Arne Hilmar Nikolaisen Jordet; Hovi-Gulowsen, Kathrine & Abeslen, Kristian [Vis alle 9 forfattere av denne artikkelen] (2023). Et anerkjennende kroppsøvingsfag.
• Moen, Kjersti Mordal & Bjørke, Lars (2023). Det viktige kroppsøvingsfaget . VG : Verdens gang. ISSN 0805-5203. s. 33–33.
• Bjørke, Lars & Casey, Ashley (2022). Practising collaboration in model implementation in physical education.
• Moen, Kjersti Mordal & Bjørke, Lars (2022). Rethinking effective CPD in PE: The perceptions of teachers’ and school owners’ .
• Esser-Noethlichs, Marc & Bjørke, Lars (2022). Bildung encountering core reflection; a theoretical framework to guide professional development in physical education teacher education. Vis sammendrag

  In our paper, we present a new theoretical framework to guide and promote PETE students’ professional development during pre-service education. We developed our framework in the juncture between the concepts of Bildung (Klafki, 2007) and core reflection (Korthagen, 2003). In short, Bildung refers to the lifelong process of becoming increasingly self determined, morally reasonable, and actively contributing citizen, while Fred Korthagen’s core reflection approach is a model that aims at enabling teachers to use the potential of one’s personal core qualities. While Bildung is an important, yet complex theoretical construct, Korthagen’s core reflection offers a more concrete approach to promote students’ professional development. Both approaches are interested in creating a meaningful relationship between theory and practice. As we will argue, developing a framework in which these concepts supplement each other allows a new way of supporting PETE students’ professional development. In the presentation, we will present our didactical model, and its practical implications for PETE.

• Moen, Kjersti Mordal & Bjørke, Lars (2022). En skolebasert nettverksmodell for fagutvikling i kroppsøving .
• Esser-Noethlichs, Marc & Bjørke, Lars (2022). Core reflection, a way of ”doing Bildung”? En didaktisk modell for å fremme kroppsøvingsstudenters profesjonelle utvikling.
• Bjørke, Lars (2022). Barn og unge kviser seg for å dusje sammen. [TV]. NRK Helgemorgen.
• Moen, Kjersti Mordal; Bjørke, Lars & Westlie, Knut (2022). Nakenhet i gymgarderoben? Ja, takk! . Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116.
• Moen, Kjersti Mordal; Bjørke, Lars & Amundsen, Marte (2021). Læreren vet best! Hamar arbeiderblad.
• Aasland, Erik & Bjørke, Lars (2021). Kroppsøvingsfaget – nye praksiser og muligheter.
• Aasland, Erik & Bjørke, Lars (2021). Hva er god kroppsøving? [Internett]. Utdanningsforbundet - lærerrommet (podcasts).
• Bjørke, Lars (2021). [podcast, SANS] Samarbeidslæring og dans. [Internett]. www.dansepraksis.no.
• Bjørke, Lars (2021). Hva er god kroppsøving? [Internett]. Lærerrommet podcast.
• Bjørke, Lars (2021). Samarbeidslæring i kroppsøving.
• Bjørke, Lars (2021). [podcast]'While we may lead a horse to water we cannot make him drink' - A participatory action research project. [Internett]. Playing with research in health & physical education podcast.
• Østerlie, Ove & Bjørke, Lars (2021). [Podcast, krø.no] Alternative undervisningsmetoder i kroppsøving. [Internett]. www.krø.no.
• Bjørke, Lars (2021). Bør gymfaget fornyes? . [TV]. NRK Dagsnytt.
• Bjørke, Lars (2020). Kroppsøvingspodden: Episode 7. Lars Bjørke om forskning på samarbeidslæring.
• Bjørke, Lars; Amundsen, Marte; Moen, Kjersti Mordal; Teksum, Trude Nordli & Westlie, Knut (2020). «Gym» eller kroppsøving – innholdet er viktigere enn begrepet. Utdanningsnytt.no.
• Bjørke, Lars & Moen, Kjersti Mordal (2020). Det finnes mange muligheter for å drive fjernundervisning i kroppsøving. Forskning.no. ISSN 1891-635X.
• Moen, Kjersti Mordal; Amundsen, Marte & Bjørke, Lars (2020). Elever må også forstå helse som en ressurs vi mennesker har. Forskning.no. ISSN 1891-635X.
• Bjørke, Lars & Moen, Kjersti Mordal (2019). -Ingen skal oppleve å bli valgt sist i gymtimen! [Internett]. https://ung.forskning.no.
• Bjørke, Lars (2019). Studenters læring gjennom et toårig aksjonsforskningsprosjekt.
• Bjørke, Lars (2019). 'Learning takes time': Investigating students' learning throguh a two-year Cooperative Learning project.
• Bjørke, Lars (2018). Samarbeidslæring i kroppsøving.
• Bjørke, Lars (2018). Action research for changing practice in PE.
• Bjørke, Lars (2018). Utviklings av kroppsøvingslæreres praksis - et aksjonsforskningsprosjekt på mellomtrinnet.
• Bjørke, Lars (2018). Kroppsøvingslæreren: 'Den som tror den er ferdig utlært er ikke utlært, men ferdig'. Om læreres karrièrelange læring.
• Bjørke, Lars; Moen, Kjersti Mordal; Westlie, Knut; Brattli, Vidar Hammer; Teksum, Trude Nordli & Standal, Øyvind Førland (2016). Kroppsøvingsforskning.no - forskningsblogg.
• Moen, Kjersti Mordal; Brattli, Vidar Hammer; Westlie, Knut; Bjørke, Lars & Hagen, Krister (2016). Tiltaket fysisk aktivitet er ikke kroppsøving. Utdanning. ISSN 1502-9778. s. 44–44.
• Bjørke, Lars; Brattli, Vidar & Moen, Kjersti Mordal (2015). Status på kroppsøvingsfaget: Et pilotprosjekt i Elverumskolen 5.-10. trinn.
• Bjørke, Lars (2013). Karakteristika av ungdom med og uten psykiske problemer, utvikling fra 2001 til 2009 .
• NRK, P1 Hedmark og Oppland & Bjørke, Lars (2013). Aktive ungdommer har bedre psykisk helse. [TV]. https://www.nrk.no/ho/flere-ungdommer-far-psykiske-plager-1..
• Moen, Kjersti Mordal; Westlie, Knut; Bjørke, Lars & Brattli, Vidar Hammer (2018). Når ambisjon møter tradisjon En nasjonal kartleggingsstudie av kroppsøvingsfaget i grunnskolen (5.–10. trinn). Høgskolen i Innlandet. ISSN 978-82-8380-026-5. Vis sammendrag

  Studien er basert på en surveyundersøkelse i Norge som omfatter elever (N=3226), lærere (N=139) og skoleledere (N=46) og deres opplevelse av, og meninger om kroppsøvingsfaget. Studien viser at de fleste elevene liker seg godt på skolen. Flertallet av elevene rapporterer at de liker kroppsøvingsfaget godt, men dette avtar med økende alder. Gutter liker kroppsøvingsfaget bedre enn jenter. Innholdet i undervisningen har mye fokus på ballspill og grunntrening. Dans og moderne aktiviteter får liten plass. Instruksjonsmetoden dominerer. Studien finner utfordringer knyttet til garderobesituasjonen i kroppsøving, særlig bråk og tidsbruk. I vurderingsarbeidet vektlegges innsats, men det er noe usikkerhet knyttet til hvorvidt elevenes forutsetninger blir trukket inn i vurderingen. Grunnleggende ferdigheter har ingen tydelig plass i kroppsøvingsundervisningen. På bakgrunn av funn fra studien diskuteres særlig to hovedområder: 1) «Kroppsøvingstimen» herunder innhold, undervisningsmetoder, svømming, grunnleggende ferdigheter, karaktersetting og vurdering, samt garderobesituasjonen. 2) «Kroppsøving i dag og i morgen» knyttet til inkludering og livslang bevegelsesglede. Rapporten kan være relevant for lærere, studenter, lærerutdannere, forskere og politikere for framtidig fagutvikling. Studien kan også bidra til at lærere identifiserer aktuelle utfordringer i sin lærerhverdag med tanke på utvikling av egen undervisningspraksis. I tillegg håper vi studien kan inspirere til videre kvantitative og kvalitative forskningsprosjekter innen kroppsøving. Emneord: innhold, læreplan, undervisningspraksis, vurdering, grunnleggende ferdigheter, garderobesituasjon

• Moen, Kjersti Mordal; Westlie, Knut; Brattli, Vidar; Bjørke, Lars & Vaktskjold, Arild (2015). Kroppsøving i Elverumskolen. En kartleggingsstudie av elever, lærere og skolelederes opplevelse av kroppsøvingsfaget i grunnskolen. Høgskolen i Hedmark. ISSN 9788276719642.
• Bjørke, Lars & Hartz, Ingeborg (2013). Ungdom, fysisk aktivitet og psykisk helse: karakteristika av ungdom med og uten psykiske problemer, utvikling fra 2001 til 2009. Høgskoen i Hedmark.

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