Who is the good teacher? Teacher ideals in sexuality education. This paper explores the construction of teacher ideals in the context of sexuality education – a curricular area marked by numerous, and often conflicting, expectations on the teachers responsible for teaching it. (pdf)

In this article, constructions of consent are analysed within a Swedish educational television series aimed at primary school pupils. Utilizing critical discourse analysis, two discourses within the program series are identified and examined: a juridical and a neoliberal discourse. (pdf)

The article is based on a discourse analysis of focus group discussions with preschool practitioners in Sweden. It explores the professional considerations made in relation to children, sexuality, and Sexuality Education. (pdf)

By analysing seven narratives, the text aims to contribute knowledge on how LGBTQ teachers experience breaking the hetero norm by focusing on how belonging is created. (pdf)

Denne artikel undersøger beskrivelser af didaktiske designs, som undervisere på pædagog- og læreruddannelsen i Danmark har lavet som led i deres arbejde med legende tilgange til deres undervisning. Datamaterialet består af 36 beskrivelser af didaktiske designs, hvor undervisere skal overveje mål, intentioner og legekvaliteter i deres planlægning, gennemførelse og evaluering.

The present study examines real-life classroom situations in which children display visible emotions.

Immigrant early childhood education and care (ECEC) educators possess unique assets that could enrich ECEC practices, curriculum development, and teacher preparation. However, there is scant research on the professional experiences of these educators in their host countries. This systematic review analyzes 22 studies concerning the construction of professional identity among immigrant ECEC educators.

Det finns visst skäl till försiktighet och kritisk oro avseende den pågående utbildningspolitiska utvecklingen menar Oscar Björk, disputerad inom didaktik samt universitetslektor i svenska, i sin slutreplik till Jonas Linderoth och Erik Winerö.

Vad ska lärarstudenterna lära sig? Debatten om denna fråga har rasat de senaste veckorna. I detta inlägg beskriver forskarna och kognitionsvetarna Agneta Gulz och Magnus Haake kognitionsvetenskapliga forskningsfältets bredd och bidrag.

Jonas Linderoth, professor, och Erik Winerö, gymnasielärare samt doktorand, ger här en replik på Oscar Björks debattinlägg "Frågan om vad som fungerar i klassrummen kräver fler nyanser".