Based on the assumptions of Cognitive Load Theory and its derived signaling principle, previous research on instructional material has mainly investigated the effect of including visual cues to support the processing and integration of information. In the context of the renewed interest in commented videos and podcasts as instructional materials, the present study investigates the…

This study used a structured, problem-based curriculum supported by guided inquiry pedagogy, to explore 6 year old students' learning of basic computational thinking concepts and practices while coding programmable floor robots (Blue-bots and an iPad app).

Through the concepts of organizational routines and sensemaking, this article explores the interrelated dynamics of these factors in teacher hiring through a case study within the Swedish School-Age Educare.

Shadowing has been used for decades in educational leadership and management research. Yet, there appears to be little academic discussion of shadowing and its related forms or anal-yses of the method itself.

The aim of this paper is to shed light on the factors that encourage and hinder teachers who lead innovative school initiatives and to identify the circles of support available to them in the process.

The aim of this article is to study and theorize on conditions for school actors’ knowledge building within such large-scale school improvement reforms. Using a Swedish large-scale school improvement program, “Collaboration for the Best School Possible” (CBSP), as a case and the concepts of organizational routines and theorizing as theoretical lenses, we explore questions linked…

In this paper, the relationship between teacher professionalism, expertise and educational knowledge is examined via the sociology of the professions, studies of professional knowledge, and the philosophy of expertise.

This article presents a discourse analysis of early mathematics teachers’ talk about mandatory national assessment material with a particular focus on communication about equity.

Since learning environments designed for knowledge construction promote self-regulated and self-directed learners, the current study attempts to assess to what extent do teachers’ perceptions of their school’s autonomy and satisfaction with school-based professional development (PD) processes foster 21st century oriented pedagogy.

How can upper secondary teachers accommodate the increasing demand for integrating digital competence in their disciplines? Research on digital competence typically operates independently from specific disciplines and may be difficult to translate into teaching practices.

Research – practice partnerships (RPPs) engage the diverse perspectives of researchers and teachers, transforming both educational research and practice. However, an increased understanding of the day-to-day activities of research conducted within RPPs, and of the role of teachers and researchers in this research, is needed. In this study, teachers and researchers involved in research projects…

Pedagogical translanguaging (TL) represents a contemporary and valuable instructional approach for bi/multilingual students. Researchers have identified the instructional practices and their affordances among bi/multilingual teachers who share a home language with their students, the dominant language used in the students’ home or community, and those who do not.