A compulsory foreign language in Finland starts now in Grade 1 instead of Grade 3. The change has forced teachers to adopt new teaching methods. As young learners are not yet literate, teaching should focus on oral skills and awareness of diversity. Video data from 19 early foreign language lessons of five English, German, or…

This article is based on multimodal perspectives and contributes to research on how children deal with a multimodal illustration of scientific concepts used in emergent science (i.e., early years science) education.

The global pandemic, COVID-19 shattered everyday life as we know it and disrupted education globally. In this study, we explore an initiated digital transformation accelerated by the pandemic from school leaders’ perspectives in the context of Swedish high schools.

This article focuses on workplace learning for newly qualified teachers’ (NQTs), a learning that is integrated in the processes and experiences gained through work.

This paper presents an analysis of interviews with children from two tracks at a Danish comprehensive school. Specifically, we analyse the children’s narratives about their parents’ involvement in their choice of track.

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.

Current research aims to examine the relationship between digital play addiction tendencies and psychological well-being levels of 5- to 6-year-old children during the COVID-19 pandemic.

This article investigates views and discourses on outdoor play in preschool teachers talks about their playgrounds and outdoor practices in Swedish preschools.

This article explores the meaning making potential of everyday multimodal text production from a group of students’ communication in Snapchat.

The article adopts a critical approach regarding the political ambition of educational technologies (edtech) in schools. The focus of the article is to understand how school digitalization policy works on people in schools through meaning-making objects for thinking and acting towards digitalization in schools.

Continuing professional development (CPD) is considered an important part of improving professional practice and its importance has been highlighted in Department of Education policies in England. However, very little research has explored what CPD school staff access and consider as effective for their roles.

This article interrogates the legitimacy and influence of interest groups in the elaboration of two school reforms of the last stage of compulsory schooling in two Swiss cantons: Geneva and Vaud.