Gjennom pedagogisk ledelse av barnehagebasert kompetanseutvikling skal pedagogiske ledere utvikle barnehagens kultur og kvalitet i en tid med nye forventninger og krav. Samtidig bidrar de til kollektiv læring og utvikling på avdelingsnivå. Pedagogiske ledere har i denne studien, gjennom kvalitative forskningsintervjuer, bidratt til å belyse forskningsspørsmålet hvordan erfarer pedagogiske ledere pedagogisk ledelse av barnehagebasert kompetanseutvikling? (pdf)

Läslotsar i förskola, öppna förskolan och förskoleklass, som syftar till att höja pedagogers kompetens inom barns tidiga språkutveckling genom fördjupad högläsning. (pdf)

Kompetensutvecklingsinsatsen Läslotsar i förskola, öppna förskolan och förskoleklass syftar till att höja pedagogers kompetens inom barns tidiga språkutveckling genom fördjupad högläsning. Här berättar rapportförfattarna Camilla Jonasson och Cristina Nordman mer.

Based on individual interviews with six representatives of kindergarten owners, the author describes the owners’ reflections on increased investment in master-educated kindergarten teachers and how they work to accommodate this investment.

This article introduces and illustrates Lesson Design Workshops (LDW), a methodology for theory-practice bridging in education.

Contemporary currents in school leadership increasingly focus on collaboration and participation. In Sweden, notions of “communal pedagogical leadership” emphasize teachers’ roles in shaping the desired school, introducing Collaborative Professional Learning (CPL) as an organizational necessity. This article provides a governmentality analysis of CPL manuals from 2019 to 2022, exploring the rationalities employed in its framework…

This article focuses on policy implementation in the age of global educational assessment. Its object of study is a large Swedish, governmentally initiated professional development programme for teachers, called the Reading Lift. 

Structured teacher collaboration has considerable potential to support teachers’ professional learning. The current article focuses on what characterises teachers’ decision-making processes during teamwork.