Johan Hyrén vid Högskolan Väst skriver om vad som krävs för att bli en bra lärare. Han undervisar lärarstudenter i samhällskunskap och forskar parallellt i statsvetenskap.

Vetenskapsrådet beviljar sammanlagt 83 miljoner kronor till två nya forskarskolor vid Linnéuniversitetet. Forskarskolorna fokuserar på utvecklingen av läs- och skrivundervisning i de tidiga skolåren, samt på att stärka forskningsbasen i yrkeslärarprogrammen.

This article, based on Miranda Fricker’s concept epistemic injustice to deal with human rights and social sustainability, argues that teacher education must address the twofold mission to both enhance epistemic justice for student teachers and to develop their skills to enhance justice for future pupils. (pdf).

The aim of this article is to explore the relations constructed between final thesis work and student teachers’ future professional practice. Despite variations in scope and format, the final thesis is an essential part of prospective teachers’ educational trajectories in many countries. (pdf).

Research on student-active learning emphasises that engagement is crucial for developing competence. Yet, how engagement and study habits, especially lesson preparation and self-study, affect students’ perceived competence over time remains unclear. This study investigates these relationships in a flipped classroom mathematics course for early childhood teacher education in Norway. (pdf).