This study unpacks team teaching in two case schools with ILEs, each characterised by distinct organisational structures. Teacher interviews provided data analysed through a model identifying a continuum of teacher interaction. Findings reveal that while co-location and coordination lay the groundwork for managing shared spaces, achieving pedagogical cooperation and collaboration requires deliberate strategies to realise…

While awareness of the need to teach with social justice has increased, research suggests that significant disparities in educational opportunities continue to negatively affect marginalised students. Scholars have suggested teachers with certain caring dispositions are more likely to teach with social justice and there is some evidence that empathic and compassionate teachers are more likely…

This paper uses empirical data from a longitudinal qualitative study conducted with aspirant teachers in England to propose (re)definitions of the concepts of ‘status’ and ‘safety’ as a framework with which to understand and improve teacher recruitment. These (re)definitions develop from analyses of data tracking 13 aspirant teachers throughout their education from age 10 and…

This study aimed to explore pupils’ experiences of being taught science subjects using outdoor learning, including the learning they achieved. The study took place during one school year and was conducted for pupils in grade 6 in a school on Sweden’s west coast.

A positive school climate is characterized by a higher degree of well-being among students, reduced bullying, and improved academic performance. While many initiatives are aimed at creating a positive school climate, discussions in both research and theory frequently fail to acknowledge the essential role of school personnel. This study examines a purposeful sample of Swedish…

The aim of this study is to examine the master’s theses of primary school student teachers in Finland. Furthermore, the aim is to place the results, in terms of format and content of the master’s theses, within the theoretical framework of an academic and a professional orientation.

Drawing on debates in multicultural education (MCE), we examine how leaders in a Catholic and a State-Controlled post-primary school, alongside policy workers, respond to racial diversity. 

This paper draws on survey data from 299 history teachers, finding that they give significance to deriving broader lessons about issues such as racism from the Holocaust. However, the situation is complicated and needs to be considered with reference to teachers’ own misconceptions about the Holocaust. Additionally, the content that teachers covered in their lessons, and…

Alla barn med autism har utmaningar med socialt samspel. Många av dem har också avvikande ögonkontakt. Att kunna titta andra människor i ögonen är en förutsättning för mer avancerade sociala färdigheter och ökar möjligheterna till delaktighet i lek- och lärandesituationer. Det här kapitlet beskriver hur ögonkontakt hos barn med autism kan främjas på ett lekfullt…

The article investigates how linguicism, racialisation and ethnicisation interconnect in a non-formal adult education setting, a non-governmental integration initiative targeting parents of small children in Sweden. (pdf)

This study explores novice principals’ professional confidence within the context of Sweden’s National Principal Training Programme (NPTP). The significance of professional confidence, an area that has been relatively underexplored within educational leadership research, is elemental for fostering effective school leadership. (pdf)

This paper offers a comparative analysis of how Australasian principals navigated a period of compounding crises. Building on our previous research, this study examines the longer-term impacts and lessons learned from crises experiences. (pdf)