Norwegian version
Jarmila Bubikova-Moan

Jarmila Bubikova-Moan

About

Jarmila Bubikova-Moan is an Associate Professor at the Department of Primary and Secondary Teacher Education where she has teaching and supervising duties within the field of pedagogy. Her research interests include discourse-analytic approaches to early childhood education, multilingualism, argumentation and critical thinking.

She holds a PhD in Educational Sciences (University of Oslo), MA in Applied Linguistics (University of Melbourne, Australia) and an MPhil in European Literature (University of Cambridge, UK). Prior to joining OsloMet, she was an Associate Professor and a Head of Studies (BA in Pedagogy) at Kristiania University College and a Senior Researcher at the Nordic Institute for Studies in Innovation, Research and Education (NIFU). She also has a 10-year professional experience as an advisor within the field of education and integration policy in the Norwegian state administration.

Fields of study

Academic disciplines

General education   Education   Social sciences

Research projects

Completed research projects

  • Critical thinking in primary education

    KriT is an interdisciplinary project aiming at developing educational models for critical thinking in primary education using children’s literature and news.

Scientific publications

Bubikova-Moan, Jarmila ; Hægeland, Toril (2025). Stimulating children's agency and positioning as subjects through aesthetic experiences in early years classrooms. 18 p. Contemporary Issues in Early Childhood.
https://doi.org/10.1177/14639491251313821

Kucirkova, Natalia; Bubikova-Moan, Jarmila (2024). Parent–Child Mealtime Conversations Stimulated with Decorated Tableware. 10 p. Early Childhood Education Journal.
https://doi.org/10.1007/s10643-024-01771-0

Bubikova-Moan, Jarmila ; Sandvik, Margareth (2022). Argumentation in early childhood: A systematic review. Human Development. Vol. 66.
https://doi.org/10.1159/000527293

Bubikova-Moan, Jarmila ; Grøver, Vibeke (2021). Skolens samarbeid med foreldre til minoritetsspråklige barn i begynneropplæringen - refleksjoner over muligheter og utfordringer. Grøver, Vibeke; Bråten, Ivar (Ed.). Leseforståelse i skolen: Utfordringer og muligheter.. p. 46-58. Cappelen Damm Akademisk.

Bubikova-Moan, Jarmila (2021). Credible as Evidence? Multilayered Audience Reception of Narrative Arguments. Informal Logic. Vol. 41.
https://doi.org/10.22329/IL.V41I2.6506

Bubikova-Moan, Jarmila ; Opheim, Vibeke (2020). ‘It’s a jigsaw puzzle and a challenge’: critical perspectives on the enactment of an RCT on small-group tuition in mathematics in Norwegian lower-elementary schools. 21 p. Journal of Education Policy.
https://doi.org/10.1080/02680939.2020.1856931

Bubikova-Moan, Jarmila (2020). Unpacking the narrative-argumentative conundrum: story credibility revisited. Proceedings of the Ontario Society for the Study of Argumentation Conference. Vol. 12.
https://hdl.handle.net/11250/3057540

Bubikova-Moan, Jarmila ; Hjetland, Hanne Næss ; Wollscheid, Sabine (2019). ECE teachers' views on play-based learning: a systematic review. European Early Childhood Education Research Journal. Vol. 27.
https://doi.org/10.1080/1350293X.2019.1678717

Ferguson, Leila Eve; Bubikova-Moan, Jarmila (2019). Argumentation as a pathway to critical thinking. Garssen, Bart; Godden, David; Mitchell, Gordon R.; Wagemans, Jean H.M. (Ed.). Proceedings of the Ninth Conference of the International Society for the Study of Argumentation.. p. 352-362. International Society for the Study of Argumentation.
http://hdl.handle.net/11250/2603101

Bubikova-Moan, Jarmila (2018). Ph.d. - afhandlinger 2017 - 2018. Norway - Discursive portraits of language, literacy and learning: emerging bilinguals in Norway. Nordand : nordisk tidsskrift for andrespråksforskning. Vol. 2.
https://doi.org/10.18261/issn.2535-3381-2018-01-05





These publications are obtained from Cristin. The list may be incomplete