The article is guided by the question What can characterise the “what”, “how”, and “why” questions of teaching from the standpoint of a post-structurally and didaktically informed teaching arrangement in the preschool? The substudy is based on material consisting of 251 documents, including co-plans, videos (5.5 hours) and photo documentation, as well as co-assessment.

This article is based on a partial study of an R&D programme with various theory-informed teaching arrangements aimed at describing and further developing knowledge of what characterizes preschool teaching.

This article develops knowledge of what can characterize such teaching, particularly regarding goal and motive, content, and teaching actions. The material was generated in 2018–2019 in collaboration with 42 preschool departments in Sweden.

The purpose of the article is to develop knowledge of what can characterize music teaching using digital technology as a tool in the preschool from a didaktik perspective. In a research and development programme involving 19 preschools/departments, preschool teachers co-planned, conducted, and co-evaluated music teaching.

The paper presents a review process of Didaktik and curriculum theories, one that suggests that a German Bildung Didaktik approach seems to be suitable ground for the development of a critical-democratic Didaktik in preschool.

This themed issue presents the results of a collaborative conceptual replication study based on a research and development (R&D) programme entitled “Multivocal teaching in preschools”. The issue is practically and theoretically positioned in a Continental–Nordic didaktik tradition, specifically a critical-reflective one.

This study investigates the levels of and associations among academic stress, perceived motivational climate and emotional problems in students at Norwegian upper secondary schools. A structural equation model with a sample of 1379 students (Mage 16.5 years old) tested the associations between perceived mastery and performance climates and emotional problems via associations with academic stress.

The aim of this study is to explore how child- and letter-related factors (i.e., gender, child name, phonemic awareness, letter position in the alphabet and frequency, and speech sound development) are associated with Norwegian children's letter-name knowledge over time.

The aim of the article is to offer a base for discussions on educational equality from the viewpoint of changes in the world causing widening disparities between pupils and students. The essence and possibilities of educational equity and equality in the Nordic educational realm are discussed from six viewpoints.

This longitudinal case study examines reading difficulties identified in Grade 2 and Grade 6 national assessment test (NAT) scores in relation to Grade 9 NAT in Swedish (L1) and English (L2).

The aim of this article is to critically examine the construction and legitimation of the policy idea of ‘the teacher assistant’, in relation to teachers and the educational institution, through the lens of discursive institutionalism and strands in Curriculum Theory.

Succeskriteriet for en vellykket skolestart er, at alle børn oplever trivsel i skolen og finder motivation for at deltage engageret i skolens aktiviteter. Med afsæt i et empirisk studie af 95 kommende skolebørns og 12 dagtilbudspædagogers deltagelse i fem legeværksteder på den lokale skole viser artiklen, hvordan børn i deres møde med skolens forventninger handler, udveksler og tager del i de rammesatte konstruktionslege – og derigennem aktivt skaber relationer og trivsel.