Practice-oriented research and research base in teacher education. A discourse analytical case study. The aim of the article is to analyse how a discourse focusing on practice-oriented research as a tool to develop the research base in teacher education emerges in Swedish national educational policy and is transformed at a local university level. (pdf).

In this study, we examined the diversity of assessment in the low-stakes assessment culture of Finland where the national curriculum emphasises the ethos of Assessment for Learning. We were interested in how the diversity of assessment (or the lack of thereof) is related to student perceptions of assessment.

I denne artikkelen problematiseres bærekraftige barnehagepraksiser med materialer. Gjennom digitale fokusgrupper med barnehagelærere fra nettverket «Rommets kraft» utforsket jeg hvordan pedagogisk dokumentasjon kan bidra til at barnehagelærere øker sin kunnskap, eller får økt kunnskap, eller bidra til økt kunnskap hos barnehagelærere om bærekraftige perspektiver på rom og materialer. Begrepene kompost og response-ability utforskes teoretisk og analytisk innenfor…

Lärarens utbildning, ämneskompetens och undervisningsstrategier påverkar i hög grad hur elever presterar, särskilt på mellanstadiet. Det visar en avhandling från Göteborgs universitet.

Varför är det så svårt att vara lärare? I en ny bok vill forskaren Birgit Schaffar väcka tankar kring hur pedagogiken, istället för att anpassas till de politiska vindar som blåser, kan bli en befriande verksamhet.

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. 

This article explores Black teachers’ experiences of reporting racist incidents in English schools as a basis for considering the ethical, legal and policy responsibilities of those in positions of senior leadership. 

This study used activity theory to analyze teachers’ needs for a digital policy platform in Chinese primary and secondary schools.

This investigation aims to understand teachers’ policy interpretation and sense-making of PBA in disadvantaged schools in Madrid (Spain) and Santiago (Chile). Following a qualitative approach, we examine the discourses of teachers working in vulnerable school settings in these two cities.