Han är lärare sedan 14 år tillbaka och har tröttnat på det lagstadgade kvalitetsarbetet. I stället för att sitta i ett syrefattigt konferensrum och prata om skolans problem så vill han lösa problemen. "Formatet har förvrängts av skolorna", säger HP Tran.

To understand what to improve in initial teacher education to better prepare teachers for their profession, we asked alumni (N = 93) from three Swedish initial teacher education programs, what in their education they thought had benefited them the most in preparing them for a teaching career, and what they thought was lacking given their professional needs.

This study analyses how “active democratic participation” is conceptualised by sixteen teacher educators from eight institutions of higher education across four Nordic countries and how these conceptualisations are translated into their own teaching.

Research has shown the importance of teacher leaders in improving professional learning and schools. This case study investigates the development of a new teacher leader position at a Norwegian upper-secondary school with the responsibility for leading peer teachers’ collective professional development. Our aim is to understand the interplay between cultural/structural conditions and dynamic processes in…

The study examined how legislators, central bureaucrats, and teachers interpret the Swedish School Act's formulation that education should be based on science. A special focus was on education about values.

This study explores ways in which a group of teacher educators co-construct knowledge about students’ academic writing and aspects of academic writing instruction in collegial conversations.

In teacher education mentoring pre-service teachers is a critical factor. With background in research around mentoring pre-service teachers in connection to a training school project, this study aims to contribute knowledge about and identify mentors’ experiences of mentorship in the setting of a training school.

This article presents an interview study with seven newly-graduated male teachers in Icelandic compulsory schools.

This study focuses on the experiences of teachers who taught pupils with intellectual disabilities during the distance education period.

Given the disruptions the COVID-19 pandemic has engendered in people's professional lives, the importance and contribution of certain workforces has been under particular scrutiny. In England, the teaching profession has been under particularly close public scrutiny, with concerns that teachers’ perceived social appreciation may have decreased throughout the pandemic.