This article explores the dual process of inclusion and exclusion that Ukrainian refugee students in Sweden may experience, with a focus on organizational learning and teachers’ cultural competence.

Food-related learning supporting sustainability is relevant for all students, regardless of age. This study aimed to explore how food can support learning across different subjects in early primary school. 

This study identifies supervisory approaches that doctoral students value at the beginning, middle, and end of their doctoral journey. Fifteen students enrolled at two Swedish universities in the education field were interviewed.

Early social competence is strongly related to children's well-being and academic achievement. This study investigated the link between ECEC quality and the social competence of Norwegian three-year olds.

This study examines practices for newly arrived students in Nordic schools. Using a scoping review methodology, we analysed 51 peer-reviewed articles. The findings indicate that practices in the Nordic countries prioritise three interrelated dimensions.

This study explores discursive encounters between school leaders, teachers, and local education authority (LEA) officials within a local school improvement initiative in Sweden. Using a primary school case, the research examines how competing discourses, focused on results- oriented accountability and professional autonomy, are interpreted and enacted locally, and how this shapes interactions between teacher leaders,…

Different teaching approaches in mathematics classrooms can influence student engagement and motivation. This study explores the impact that the Thinking Classroom teaching approach has on students’ motivation by examining the case of Zoe, a 16-year-old student who initially found mathematics boring and difficult.

Denna artikel undersöker samspelet mellan lärare och elever i realtid under en historielektion på gymnasiets naturvetenskapsprogram. Med hjälp av mikroskopisk relationsanalys (MRA) analyseras tre klassrumsepisoder genom begreppen pedagogisk takt (van Manen), subjektifiering (Biesta) och det pedagogiska mellanrummet (Biesta’s ”gap”).

This study examines how teacher educators in primary school teacher education programmes at three Swedish universities conceptualise language and multilingualism within their disciplines and how they express critical multilingual awareness (CMLA) in their teaching. 

This article examines everyday encounters between preschool educators and guardians with migrant backgrounds in Swedish preschools, focusing on how resistance, adaptation, and emergent practices are articulated in the in-between space where they meet.

This article focuses on one preschool teacher student, Wilma, in order to investigate how her identity development is shaped through experiences in preschool teacher education and other relevant social practices. Drawing on the concepts of social practice and figured worlds, the article examines the complexity of becoming a preschool teacher. 

The aim of this study is to examine existing scholarly research on blackout poetry to answer the following research question: What defining features of blackout poetry are identified in scholarly literature?