The aim of this article is to explore teachers’ values regarding professional responsibility in the compulsory school context based on the interaction with teacher assistants and in light of policy discourses on teacher professionalism.

This exploratory paper contributes to the literature on European Union (EU) soft governance by discussing the recent EU policy initiative “Erasmus+ Teacher Academies” as a case of experimentalist governance. Asking what makes this initiative a case of experimentalist governance, the paper demonstrates how it constitutes an experiment in terms of governance as well as the…

The Teachers Conceptions of Assessment (TCoA) inventory was an early and influential measure of teacher assessment conceptions, but replication studies have shown that the model may be affected by policy and practice context. In the present study, a Swedish adaptation of the TCoA was administered twice, 18 months apart.

Research often defines Work-integrated Learning (WIL) as an educational approach that provides students with work-based experiences. In this article, we argue that this approach definition of WIL is nonsensical and maintains a research terminology that fails to capture what WIL is, namely, a multidimensional learning phenomenon. Drawing on this argument, this article aims to explore…

This article investigates the legal regulation of distance education as a supportive measure in primary schools.

Balancing between conflicting ideals. A study on ethical leadership, gender equality and diversity work in an upper secondary school. The aim of this article is to explore what characterizes principals’ ethical leadership in relation to gender- and diversity work at an upper secondary school distinguished by its elite program profile

Drawing attention to elementary schools in structurally disadvantaged areas, this study focuses ethical and moral perspectives on principals’ work and leadership in relation to contextual particularities

This paper examines principals’ work with democracy in schools, the challenges they face when carrying out such work and what role they themselves consider playing in the democratic work.

Swedish education policy often emphasises that the superintendent, in the form of the representative for the municipality authority, must take more responsibility for the quality of education.

As a contribution to an increasing call for alignment of curricular activities and assessment, this article explores an approach to assessment of upper secondary students’ production of multimodal persuasive texts in the subject of English as an additional language (EAL).

How do task experiences support proximal and longer-term desires to reengage? Central to this question is the interplay between perceptions of task difficulty and the situational interest. This interplay is increasingly researched but not yet well understood.

This paper addresses the continued conundrums of racial and religious diversity in education.