Sustaining teaching as a respected and attractive profession is more critical than ever, particularly as teachers' work becomes increasingly shaped by standardisation and accountability—conditions that have shown minimal positive impact while eroding the professional agency essential to job satisfaction. Drawing on a 15-year programme of research on the impact of an approach to professional development,…

Alongside the growing teacher supply crisis, there are widespread concerns about the mental health and well-being of teachers, leading to a growing interest in the concept of teacher resilience. In this article, we investigate the possibilities for promoting teacher resilience at the school level using a novel participatory approach. (pdf)

Formålet med denne studien er å få økt innsikt i barns initiativ i samtale med barnehagelærer ved å studere forekomst av og samtalekonteksten rundt initiativene deres, og hvorvidt disse forholdene varierer for enspråklige og flerspråklige norske barn. (pdf)

This article examines how gendered perceptions shape the professional recognition of preschool teachers within Danish early childhood education settings. Drawing on 1,393 nominations submitted over a four-year period for the national Preschool Teacher Prize, the study analyzes whether male and female teachers are valued differently in professional discourse. (pdf)

 På Djurgymnasiet jobbar specialpedagogen Hulda Fjellström inte bara med elever och lärare även med veterinärer och reptiler.

This study explores how colleagues position Newly Qualified Teachers (NQTs) entering schools with a reformed, academically oriented master’s-based teacher education. (pdf)

This study aimed to examine how teachers balanced fidelity and adaptations during the implementation of ROBUST, a school-based social-emotional learning program, within the Resilient RCT study. (pdf)

This study investigates how Finnish class teachers characterize the connection of teacher affiliation and control and classroom skill composition to their practices of teaching mathematics. (pdf)

Teachers’ gaze plays an important role in teacher–child interaction. This study aimed to explore whether and how expert (n = 3) and novice (n = 3) early childhood education and care teachers’ visual gaze behaviors vary from each other in teacher–child interactions in pedagogical activities with toddlers. (pdf)

This study explores the complex role of teachers working with newly arrived refugee youth (NARYs) in Norway, with a particular focus on their role as “inclusion agents” and “carers”. (pdf)