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.

Nyanlända elever i 12–15-årsåldern med kort skolbakgrund är en utmaning för skolan. Lärarna tenderar att bortse från deras begränsade utbildningsbakgrund och de osynliggörs inom den bredare kategorin nyanlända elever, vilket leder till att de inte alltid får den hjälp de behöver. Det visar en ny avhandling från Göteborgs universitet.

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.

This paper presents a novel contribution to the discourse surrounding Large Language Models (LLMs) like ChatGPT in relation to education and society by using systems theory. We argue that ChatGPT can be understood not just as an ‘artificial’ intelligence but that it is entangled in the evolution of society and therefore education.

Kristina Hellmark har en lång erfarenhet som lärare och handledare i svenska som andraspråk, och har handlett studenter i skrivande vid universitet och även undervisat på behörighetsgivande kurser. I januari disputerade hon på sin avhandling där hon undersöker återkopplingen av texter i ämnet.