Rebecca Anne Charboneau Stuvland

• Stuvland, Rebecca Anne Charboneau (2019). Capturing other perspectives : Lesson artefacts, pupil voice and participatory potential in ITE lesson study. I Wood, Phil; Larssen, Deborah Lynn Sorton; Helgevold, Nina & Cajkler, Wasyl (Red.), Lesson study in initial teacher education : Principles and practices. Emerald Group Publishing Limited. ISSN 9781787567986. s. 89–103. doi: 10.1108/978-1-78756-797-920191007.
• Stuvland, Rebecca Anne Charboneau (2019). PhD revisited: Approaches to English as a foreign language (EFL) reading instruction in Norwegian primary schools . I Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (Red.), English didactics in Norway - 30 years of doctoral research. Universitetsforlaget. ISSN 978-82-15-03074-6. doi: 10.18261/978-82-15-03074-6-2019-12. Fulltekst i vitenarkiv
• Stuvland, Rebecca Anne Charboneau (2018). A comparison of teachers` perceptions of English reading instruction and best practice in Norwegian primary schools using different reading approaches, Teaching Languages and Cultures: Developing Competencies, Re-thinking Practices. Cambridge Scholars Publishing. ISSN 978-1-5275-0893-4. s. 141–160.
• Charboneau, Rebecca Anne (2013). The conventional versus the innovative: Comparing two approaches to English as a foreign language (EFL) reading instruction in Norwegian primary schools. I Pareliussen, Ingar; Moen, Bente Bolme; Reinertsen, Anne Beate & Solhaug, Trond (Red.), Proceedings of FoU i praksis 2012 : conference proceedings. Trondheim, 23. og 24. april 2012. Akademika forlag. ISSN 978-82-321-0086-6. s. 53–61.
• Charboneau, Rebecca Anne (2012). Approaches and practices relating to the teaching of EFL reading at the Norwegian primary level / Rebecca Charboneau. I Hasselgreen, Angela Maria; Drew, Ion & Sørheim, Bjørn (Red.), The young language learner : research-based insights into teaching and learning. Fagbokforlaget. ISSN 978-82-450-1197-5. s. 51–69.

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• Stuvland, Rebecca Anne Charboneau; Mezzetti, Kitty; Oddvik, Nina & Szikszay, Helene (2023). link 7 Teachers Guide . Fagbokforlaget. ISBN 9788211038869. 377 s.
• Stuvland, Rebecca Anne Charboneau; Mezzetti, Kitty; Szikszay, Helene & Oddvik, Nina (2023). link 7 Workbook. Fagbokforlaget. ISBN 9788211038821. 160 s.
• Stuvland, Rebecca Anne Charboneau; Mezzetti, Kitty; Szikszay, Helene & Oddvik, Nina (2023). link 7 Textbook. Fagbokforlaget. ISBN 9788211038784. 256 s.
• Stuvland, Rebecca Anne Charboneau; Mezzetti, Kitty; Szikszay, Helene & Oddvik, Nina (2022). link 6. Teacher's Guide. Fagbokforlaget. ISBN 9788211038760. 388 s.
• Stuvland, Rebecca Anne Charboneau; Mezzetti, Kitty; Oddvik, Nina & Szikszay, Helene (2022). link 6 Workbook. Engelsk for barnetrinnet. Fagbokforlaget. ISBN 978-82-11-03872-2. 156 s.
• Stuvland, Rebecca Anne Charboneau; Mezzetti, Kitty; Oddvik, Nina & Szikszay, Helene (2022). link 6 Textbook. Engelsk for barnetrinnet. Fagbokforlaget. ISBN 978-82-11-03868-5. 228 s.
• Stuvland, Rebecca Anne Charboneau; Mezzetti, Kitty; Oddvik, Nina & Szikszay, Helene (2021). link 5 Workbook. Engelsk for barnetrinet. Nynorsk. Fagbokforlaget. ISBN 978-82-11-03863-0. 148 s.
• Stuvland, Rebecca Anne Charboneau; Mezzetti, Kitty; Oddvik, Nina & Szikszay, Helene (2021). link 5 Textbook. Engelsk for barnetrinnet. Nynorsk. Fagbokforlaget. ISBN 978-82-11-03859-3. 220 s.
• Stuvland, Rebecca Anne Charboneau; Mezzetti, Kitty; Oddvik, Nina & Szikszay, Helene (2021). link 5. Teacher's Guide. Engelsk for barnetrinnet. Fagbokforlaget. ISBN 978-82-11-03866-1. 374 s.
• Stuvland, Rebecca Anne Charboneau; Mezzetti, Kitty; Oddvik, Nina & Szikszay, Helene (2021). link 5 Textbook. Engelsk for barnetrinnet. Bokmål. Fagbokforlaget. ISBN 978-82-11-03858-6. 220 s.
• Stuvland, Rebecca Anne Charboneau; Mezzetti, Kitty; Oddvik, Nina & Szikszay, Helene (2021). link 5 workbook. Engelsk for barnetrinnet. Bokmål. Fagbokforlaget. ISBN 978-82-11-03862-3. 148 s.
• Stuvland, Rebecca Anne Charboneau; Myrset, Anders Otterbech Jølbo; Mezzetti, Kitty; Oddvik, Nina & Szikszay, Helene (2020). link 1. Teacher’s guide. Engelsk for barnetrinnet. Fagbokforlaget. ISBN 978-82-11-03235-5. 189 s.
• Stuvland, Rebecca Anne Charboneau; Myrset, Anders Otterbech Jølbo; Mezzetti, Kitty; Oddvik, Nina & Szikszay, Helene (2020). link 1. pupils book. Engelsk for barnetrinnet. Fagbokforlaget. ISBN 978-82-11-02806-8. 72 s.
• Stuvland, Rebecca Anne Charboneau; Myrset, Anders Otterbech Jølbo; Mezzetti, Kitty; Oddvik, Nina & Szikszay, Helene (2020). link 2. Teacher’s guide. Engelsk for barnetrinnet. Fagbokforlaget. ISBN 978-82-11-03241-6. 226 s.
• Stuvland, Rebecca Anne Charboneau; Myrset, Anders Otterbech Jølbo; Mezzetti, Kitty; Oddvik, Nina & Szikszay, Helene (2020). link 2. pupils book Engelsk for barnetrinnet. Fagbokforlaget. ISBN 978-82-11-03237-9. 83 s.
• Stuvland, Rebecca Anne Charboneau; Myrset, Anders Otterbech Jølbo; Mezzetti, Kitty; Oddvik, Nina & Szikszay, Helene (2020). link 3. Teacher’s guide. Engelsk for barnetrinnet. Fagbokforlaget. ISBN 978-82-11-03251-5. 216 s.
• Stuvland, Rebecca Anne Charboneau; Myrset, Anders Otterbech Jølbo; Mezzetti, Kitty; Oddvik, Nina & Szikszay, Helene (2020). link 3. workbook. Engelsk for barnetrinnet. . Fagbokforlaget. ISBN 978-82-11-03247-8. 80 s.
• Stuvland, Rebecca Anne Charboneau; Myrset, Anders Otterbech Jølbo; Mezzetti, Kitty; Oddvik, Nina & Szikszay, Helene (2020). link 3. textbook. Engelsk for barnetrinnet. Fagbokforlaget. ISBN 978-82-11-03243-0. 83 s.
• Stuvland, Rebecca Anne Charboneau; Myrset, Anders Otterbech Jølbo; Mezzetti, Kitty; Oddvik, Nina & Szikszay, Helene (2020). link 4. Teacher’s guide. Engelsk for barnetrinnet. Fagbokforlaget. ISBN 978-82-11-03261-4. 308 s.
• Stuvland, Rebecca Anne Charboneau; Myrset, Anders Otterbech Jølbo; Mezzetti, Kitty; Oddvik, Nina & Szikszay, Helene (2020). link 4. workbook. Engelsk for barnetrinnet. Fagbokforlaget. ISBN 978-82-11-03258-4. 88 s.
• Stuvland, Rebecca Anne Charboneau; Myrset, Anders Otterbech Jølbo; Mezzetti, Kitty; Oddvik, Nina & Szikszay, Helene (2020). link 4. textbook. Engelsk for barnetrinnet. . Fagbokforlaget. ISBN 978-82-11-03253-9. 132 s.

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• Stuvland, Rebecca Anne Charboneau (2023). Using picturebooks to engage readers in language learning and developing intercultural competence.
• Stuvland, Rebecca Anne Charboneau (2023). Shaping the Modern Classroom: Implementing Student-Active Digital Learning Cycles within Norwegian Teacher Education. Project design.
• Stuvland, Rebecca Anne Charboneau; Johler, Minttu Minna Sirena & Meissner, Catherine (2023). Shaping the Modern Classroom: Implementing Student-Active Digital Learning Cycles within Norwegian Teacher Education.
• Tikkanen, Tarja Irene; Nousiainen, Tuula; Stuvland, Rebecca Anne Charboneau; Sillat, Linda Helene; Moen, Vegard & Vesisenaho, Mikko [Vis alle 7 forfattere av denne artikkelen] (2023). Development teacher educators’ professional digital competence through colleague-supported work-based learning. Vis sammendrag

  The purpose of this paper is to examine colleague-supported, work-based learning approach to develop teacher educators’ (TEs) professional digital competence (PDC). The Covid-19 pandemic dramatically increased the use of digital tools in teaching all over. However, TEs’ use of digital resources and systematic development of their PDC is commonly lacking national and often also institutional strategies and support. When national strategies do exist, their implementation can vary widely (Amdam, Kobberstad & Tikkanen, 2022). Consequently, new teacher graduates are often poorly equipped and prepared to meet the reality and competence needs out in the schools. The study is part of the Erasmus+ project No Teacher Educator Left Behind (NOTELEB, 2020-2023), aiming at modernizing teacher education by promoting technology-enhanced learning and teaching. NOTELEB builds on collaboration between four countries. Case study follow-up method is applied to the cyclical development of TEs’ PDC in the context of their work with their students. PDC is a complex and dynamic concept. The study is guided by conceptualization of TEs’ PDC through three theoretical approaches: TPACK model (Mishra & Koehler, 2006), European Framework for Digital Competence of Educators, and knowledge appropriation model to connect scaffolded learning and knowledge maturation in workplace learning settings (Ley, et al., 2020). Preliminary findings from early implementations of the cases studies will be presented. Besides the cases, we shall describe the challenging process of recruitment of TEs to work-based, colleague-supported learning, as well as from mapping their PDC and learning needs at the start of the learning cycles. In regards the latter, both issues about pedagogy and technology knowledge in regards their student work will be addressed. References Amdam, S., Kobberstad, L. R., & Tikkanen, T. I. (2022). Professional digital competence in strategy and management: A case study of three teacher education programs in Norway. Nordic Journal of Digital Literacy, 17(1):16-30. Ley, T., Maier, R., Thalmann, S. et al. (2020). A Knowledge Appropriation Model to Connect Scaffolded Learning and Knowledge Maturation in Workplace Learning Settings. Vocations and Learning 13, 91–112. Mishra, P., & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College REcord, 108, 1017-1054

• Tikkanen, Tarja Irene; Stuvland, Rebecca Anne Charboneau; Nousiainen, Tuula; Vesisenaho, Mikko; Tammets, Kairit & Sillat, Linda Helene (2023). No Teacher Educator Left Behind: teacher educators' professional digital competence. Vis sammendrag

  The purpose of this paper is to investigate development of teachers educators’ professional digital competence (PDC) in the context of their everyday work with their students. The Covid-19 pandemic dramatically increased the use of digital tools in teaching and education all over the world. However, researchers’ interest in teacher educators’ digital skills seems to remain limited, albeit slowly increasing. While there are likely to be differences between countries, as also our study will show, a recent study from Norway (Amdam, Kobberstad & Tikkanen, 2022) indicated that also within one country, teacher education establishments can be implementing their national digitalization strategies quite differently. Accordingly, the digital skills and the PDC of new teacher graduates will be of a highly varying quality, oftentimes poorly meeting the digital competence needs out in the schools. On the contrary – indeed, luckily, against the above - in schools, the digital transformation, generally speaking, is gaining a good deal of more attention. Also, teachers are bound to develop their digital skills as digital learning resources and other digital resources are rapidly increasing in schools, replacing more traditional learning resources, such as books (Gilje, 2016). In such a situation, teacher educators are being left behind the in-service teachers, in many cases increasingly so. There is an urgent need to develop the PDC of the former. The paper is part of the Erasmus+ project No Teacher Educator Left Behind (NOTELEB), aiming ultimately at modernizing teacher education, by promoting technology-enhanced learning and teaching, linking PDC development with research, innovation, and work-based informal learning. The PDC model developed in early in the project is currently being implemented in five different teacher education (TE) institutes (5 Cases), in five universities, in four countries (Estonia, Finland, Germany and Norway). We apply a case study methodology, with a total of about 30-40 teacher educators as our informants. While teacher educators’ PDC is a complex and dynamic concept, we have built our model on three solid theoretical works: the TPACK model (Mishra & Koehler, 2006), the European Framework for Digital Competence of Educators (DigCompEdu), and the knowledge appropriation model to connect scaffolded learning and knowledge maturation in workplace learning settings (Ley, et al., 2020). In the roundtable, we shall present the first findings from our ongoing work in three TE Cases: University of Jyvaskyla/FI, Tallinn University/EE and University of Stavanger/NO. The data has been/is being collected in 2022-2023, as the PDC model is being implemented in each TE institute, building on informal, collaborative workplace learning. Amdam, S., Kobberstad, L. R., & Tikkanen, T. I. (2022). Professional digital competence in strategy and management: A case study of three teacher education programs in Norway. Nordic Journal of Digital Literacy, 17(1):16-30. Gilje, Ø. (2021). På nye veier: læremidler og digitale verktøy fra kunnskapsløftet til fagfornyelsen. Norsk Pedagogisk Tidsskrift, 21(2), 227-241. Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054.

• Stuvland, Rebecca Anne Charboneau (2022). Shaping the Modern Classroom: Implementing Student Active Digital Learning Cycles within Norwegian Teacher Education Programs. Project presentation.
• Stuvland, Rebecca Anne Charboneau (2022). Learning Cycles Pilots 2022.
• Tikkanen, Tarja Irene; Vesisenaho, Mikko; Nousiainen, Tuula; Tammets, Kairit; Letnes, Mari-Ann & Stilz, Melanie [Vis alle 7 forfattere av denne artikkelen] (2022). No teacher educator left behind.
• Stuvland, Rebecca Anne Charboneau (2021). Shaping the Modern Classroom: Implementing Student Active Digital Learning Cycles within Norwegian Teacher Education Programs .
• Stuvland, Rebecca Anne Charboneau (2020). Fagfornyelsen - læreplan i engelsk. .
• Stuvland, Rebecca Anne Charboneau (2020). Begynneropplæring i engelsk - Early Primary English in Norwegian schools.
• Stuvland, Rebecca Anne Charboneau (2019). Film in English teacher education.
• Stuvland, Rebecca Anne Charboneau (2019). The effect of different group reflection formats during the lesson study process.
• Stuvland, Rebecca Anne Charboneau (2019). link textbook: The challenges of working with democracy and citizenship in early EFL instruction.
• Stuvland, Rebecca Anne Charboneau (2018). Early reading in English – building bridges between first language and second language reading skills.
• Stuvland, Rebecca Anne Charboneau (2018). The teachers’ unguided journey: Promoting the role of the mentor despite contextual challenges during Lesson study cycles in a partial-distance learning in-service course.
• Stuvland, Rebecca Anne Charboneau & Normand, Silje Henriette Amalia (2018). 'Uh Oh!' Norwegian primary school EFL learners’ metapragmatic awareness in the evaluation of self-produced apology statements.
• Normand, Silje Henriette A & Stuvland, Rebecca Anne Charboneau (2018). "I'm a bit sorry": Pragmatic features and metapragmatic awareness of apologies produced by Norwegian primary school EFL learners through drama tableaux.
• Stuvland, Rebecca Anne Charboneau (2017). Approaches to English reading instruction in primary schools in Norway.
• Stuvland, Rebecca Anne Charboneau (2017). The voice of the teacher: teacher-student interaction during primary EFL Reading instruction.
• Stuvland, Rebecca Anne Charboneau (2017). Approaching English through exploration, in-depth learning, and curiosity. I Bjørshol, Stig & Nolet, Ronald (Red.), Utforsking i alle fag. Cappelen Damm Akademisk. ISSN 978-82-02-55149-0. s. 39–79.
• Stuvland, Rebecca Anne Charboneau (2016). Teachers' perceptions of their English as a Foreign Language (EFL) Reading instruction and best practice in Norwegian primary schools.
• Charboneau, Rebecca Anne (2015). Promoting teacher development through the use of Lesson study in an in-service course for teachers.
• Charboneau, Rebecca Anne (2014). Comparing Three Approaches to English as a Foreign Language (EFL) Reading Instruction in Norwegian Primary Schools.
• Charboneau, Rebecca Anne (2014). Text complexity and differentiation of EFL reading texts: Analyzing texts used in Norwegian primary schools using the text analysis tool, Coh-Metrix.
• Larssen, Deborah; Charboneau, Rebecca Anne & Drew, Ion (2013). What is the subject ‘English’ as represented in dialogues between student teachers and their teaching practice mentors? Vis sammendrag

  This paper looks at the interaction between student teachers of English and their teaching practice mentor during a cycle of pre- and post- lesson supervision sessions in relation to English lessons in Norwegian primary schools. The sessions were video recorded. The aim is to study to what extent the focus of the discussions is specifically about the subject of English within the context of the lesson and how the subject of English is viewed by both students and their mentor. The discourse interactions are analysed in terms of who is saying what, what is being said and how it is being said. The data indicates little attention paid to English as a language-skills promoting subject, whereas more attention is paid to cultural aspects of the subject, in addition to the practicalities of the classroom setting. This study is part of a larger cross-curricular NFR funded project- TasS (Teachers as Students), involving English, Mathematics, Science and Physical Education in teacher education at the University of Stavanger. The project compares students in a ‘business as usual’ context with those in a ‘lesson study’ intervention context. The data presented here is from the ‘business as usual’ context. The focus of the project is to investigate the affordances provided to student teachers during their teaching practice and to assess the impact of ‘lesson study’ on the students’ quality of teaching.

• Charboneau, Rebecca Anne & Larssen, Deborah (2013). Student teachers of English as a foreign language: The balance between the development of general pedagogical knowledge to pedagogical content knowledge and pupils’ learning. Vis sammendrag

  This paper will explore to what extent the use of Lesson study in student teaching practice in English as a foreign language (EFL) contributed to a change in the balance in the students’ focus between general pedagogical knowledge (GPK) to pedagogical content knowledge (PCK) and pupils’ learning. The research study has gathered data over two years: the first year being a “business-as-usual” year and the second, an intervention year with the introduction of a Lesson Study cycle. The two student groups in each of the two years undertook their practice in primary school classrooms for a period of three weeks. During this period data was collected through video recordings of the students teaching and accompanying supervision sessions. In the first year, content analysis of the supervision sessions showed that there was a difference in the balance of PCK to GPK the discussions in the different schools. Additionally, few connections were drawn between students’ teaching and pupils’ learning. With these results in mind, it is hoped that introducing an intervention such as Lesson Study into the practice period, would better support students’ understanding of the connection between the methods and activities chosen for the English classroom and the pupil’s learning and learning processes. A detailed content analysis of the supervision discussions will explore how the students talk about teaching English and how it relates to pupils’ language learning. Additionally, through comparison with the control year, it will provide insights into how the intervention influences the balance of the discussion of English as a language-learning subject during mentoring sessions.

• Charboneau, Rebecca Anne (2012). Three approaches to English as a foreign language (EFL) reading instruction in Norwegian primary schools.
• Charboneau, Rebecca Anne (2012). Using the Early Years Literacy Programme in an EFL context: A case study of a Norwegian primary school.
• Charboneau, Rebecca Anne (2012). The conventional versus the innovative: two approaches to English as a foreign language (EFL) reading instruction in Norwegian primary school.
• Charboneau, Rebecca Anne (2016). Approaches to English as a Foreign Language (EFL) Reading Instruction in Norwegian Primary Schools. Universitetet i Stavanger. ISSN 978-82-7644-660-9.

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