Raymond Bjuland

Raymond Bjuland
University of Stavanger (UiS) · Department of Education and Sports Science

About

29
Publications
23,923
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
501
Citations
Citations since 2016
11 Research Items
407 Citations
2016201720182019202020212022020406080100
2016201720182019202020212022020406080100
2016201720182019202020212022020406080100
2016201720182019202020212022020406080100

Publications

Publications (29)
Article
Full-text available
Lesson study is a collaborative model of professional development that provides teachers with the opportunity to learn from the planning, conduction and reflection of a specifically designed research lesson. Lesson study is increasingly incorporated in initial teacher education (ITE) and calls have been made to further detail the lesson study struc...
Chapter
Lesson study has been increasingly incorporated in global teacher education programs as a professional learning approach. Yet, there has been a call for further detailing the use and adaptation of the lesson study structures that support prospective teachers’ learning (e.g., Larssen et al. 2018; Ponte 2017). Research has revealed that there are sig...
Article
This study investigates dialogic processes in student teachers' mentoring conversations in field practice, where Lesson Study (LS) was used as a context for establishing a dialogic learning community in one student group in science. We apply an analytical framework associated with Sociocultural Discourse Analysis to identify utterances that have th...
Article
Full-text available
Purpose The purpose of this paper is to conduct a structured review of literature on lesson study (LS) in initial teacher education (ITE). The focus was on how learning and observation were discussed in studies of LS in ITE. Design/methodology/approach Each national team (in Norway and Britain) undertook independent searches of published peer-revi...
Conference Paper
Full-text available
The study, whose methodological approach is the focus of attention in this paper, is a qualitative, single longitudinal case study. The object of study is Lesson Study (LS), and the unit of analysis is two LS cycles. What teachers learn about teaching practice and student learning in mathematics from participating in the two cycles is investigated....
Article
Full-text available
Research on identity development in mathematics teacher education has only given limited attention to narrative processes like indexicality, local occasioning, positioning and categorisation. In this article, we investigate how two pre-service mathematics teachers position themselves, and how they are positioned by a mentor teacher in mentoring con...
Article
Purpose – The purpose of this paper is to describe the background for, the design of, and the implementation of Lesson Study in a teacher education program in Norway. Lesson Study was chosen as an intervention in an attempt to shift pre-service teachers’ focus from themselves to their pupils, attempting to strengthen their possibilities to learn mo...
Article
Full-text available
Whereas most studies of lesson study in teacher education seem to report on success stories, this article investigates a challenging case. From an implementation of lesson study in Norwegian teacher education, we analyse data from a mathematics group that struggled with implementation. Analysis of data from group interviews, mentoring sessions and...
Article
Full-text available
https://www.journals.uio.no/index.php/adno/article/view/1299 Sammendrag Søkelyset settes her på norsk lærerutdanning og på grunnskolelærerstudenters veiledningssamtaler i praksisopplæring hvor Lesson Study ble innført som arbeidsmetode. Analysen fra studentenes veiledningssamtaler forsøker å identifisere muligheter og begrensninger ved innføring...
Article
I løpet av fire års utdanning skal grunnskolelærerstudenter utvikle seg til å bli lærere. Dette handler ikke bare om å tilegne seg kunnskap; det handler om å utvikle yrkesidentitet. Lærerstudenters identitetsutvikling blir påvirket på ulike måter, og i denne artikkelen bruker vi kulturhistorisk aktivitetsteori for å analysere en gruppe lærerstudent...
Book
https://www.cappelendamm.no/_fagb%C3%B8ker/lesson-study-elaine-munthe-9788202470630
Article
Full-text available
Denne artikkelen fokuserer på ei gruppe lærerstudenters refleksjoner etter en praksisopplæringsperiode. To sekvenser fra dialogen i et gruppeintervju blir analysert ved hjelp av et teoretisk rammeverk for utvikling av læringsfellesskap, og vi belyser noen utfordringer som kan oppstå mellom studentene som kan hindre utviklingen av læringsfellesskap....
Article
Full-text available
Muligheter og begrensninger for studenters laering i praksisopplaering –eksempel fra en førveiledningsdialog i matematikk. Nordic Studies in Mathematics Education, 19 (1), 53–73. Muligheter og begrensninger for studenters laering i praksisopplaering – eksempel fra en førveiledningsdialog i matematikk raymond bjuland, arne jakobsen og elaine munthe...
Article
This article focuses on the methodological use of reflective narratives from discourses and activities of an experienced primary teacher as evidence of her professional identity. The teacher’s reflective narratives emerge from her participation in a 3-year developmental and research project, Learning Communities in Mathematics, conducted at the Uni...
Article
This paper focuses on the semiotic resources used by an experienced sixth-grade teacher when her pupils are working on a mathematical task involving written text and the two inscriptions of figure and diagram. Socio-cultural analytical constructs such as semiotic bundle, space of joint action and togethering are applied in order to enable and frame...
Article
Full-text available
Researchers at the University of Michigan have developed sets of items that can be used to analyze teachers’ mathematical knowledge for teaching (MKT). In this paper, we consider what is required in the adaptation of a set of these items for use in a Norwegian context. We discuss how analysis of item difficulty and point–biserial correlation can be...
Article
Full-text available
Learning study has been used by many to develop exemplary teaching in school, and this approach has recently been adopted for use in kindergarten as well. When using such approaches in different settings than they were intended for, several challenges potentially arise. This article discusses the implementation of a learning study approach in a Nor...
Article
A research and development project, Learning Communities in Mathematics (LCM)1 1. The LCM project was accepted by the Research Council of Norway (RCN) as part of its KUL (Kunnskap, Utdanning og Læring) programme. Project number 157949/S20. LCM publications can be found at http://fag.hia.no/lcm/papers.htm View all notes was designed to create opport...
Article
Full-text available
This article aims to identify the mathematical reasoning strategies expressed through gestures and speech used by two groups of sixth-grade pupils when solving a task related to the transition between two semiotic representations: figure and Cartesian diagram. The article also identifies the difficulties the pupils meet in the solution process. The...
Article
Full-text available
This paper reports research that focuses on student teachers' reflections on their learning process in a collaborative problem-solving context. One group of students with limited mathematical backgrounds worked on two problems in geometry without teacher intervention. We focus on two episodes from the group dialogues. In the first episode (section...
Article
Full-text available
This article reports research that is concerned with pre-service teachers2 working collaboratively in a problem-solving context without teacher involvement. The aim is to focus on the students' heuristic strategies employed in the solution process while working on two problems in geometry. Two episodes from the dialogues in one group of students wi...
Article
Full-text available
University of Stavanger [1] In the Learning Mathematics for Teaching (LMT) project, measures were developed in order to gauge growth in teachers' mathematical knowledge for teaching (MKT) and to learn if and how such knowledge contributes to students' achievement. This paper documents the results from using adapted U.S. developed measures in a pilo...
Article
Full-text available
University of Stavanger [1] Over the last decades, a lot of research regarding the professional knowledge of mathematics teachers in school has been conducted. Far less research has been done concerning the professional knowledge of kindergarten teachers, and there is little evidence regarding what kind of mathematical knowledge for teaching that i...

Network

Cited By

Projects

Projects (2)
Project
I want to study what teachers can learn about teaching practice and student learning in mathematics during Lesson Study, through a commognitvie perspective.