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)

Elever som går i Sis skolverksamhet upplever att de blir sedda och bemötta med respekt, och att de fått ett ökat hopp om framtiden. Det visar forskningsstudien "Förhoppning, undran och ovisshet – att vara elev med intellektuell funktionsnedsättning" i Sis skolverksamhet.