This paper presents a thematic analysis of the experiences of a group of teacher educators and student teachers during an action research project that examined how collaborative learning can be fostered in online mathematics teacher education. (pdf)

This article critically examines Sweden’s National Professional Programme (NPP) for principals, teachers and preschool teachers, launched in 2025, through the lens of Bacchi’s framework “What’s the problem represented to be?” From an international perspective, the Swedish case is an example of transnational policy trends carried by powerful agents such as the Organisation for Economic Cooperation…

In this article, we explore and discuss Swedish Early Childhood Education (ECE) teachers’ professional mandates related to recent policy of teachers’ responsibility for leadership in teaching activities. 

This article examines the design and enactment of a Media and Information Literacy (MIL) curriculum within the decentralised, federalist Swiss school system. It explores how national and state actors shape the design and implementation of education policy. (pdf)

This study explores preservice teachers’ perceptions of the importance of children’s early approaches to learning. (pdf)

This study explores the lived experiences of students participating in school-to-school collaborations (SSCs) within educational neighbourhoods (ENs) in Vienna, Austria. (pdf)

Addressing the reliance on single informants in distributed leadership research, this study employs a congruence framework using polynomial regression with response surface methodology. (pdf)

This paper explores the role of community stakeholders in supporting the educational trajectories of students experiencing socio-economic disadvantage in the Irish context. Building on international and national policy debates, the study examines how community-based organisations, statutory services and outreach initiatives work alongside schools and families to address barriers to educational engagement. Drawing on Bronfenbrenner and…

As England embarks on its first comprehensive curriculum review in fifteen years, this paper offers critical insights from schools that sustained arts-rich provision despite a policy landscape hostile to creative subjects. (pdf)

How can educators honour children’s play as the foundation of learning while ensuring curriculum expectations are met? Here, early childhood educators explain how they built a curriculum-tracking platform.

Professor Jacqueline Ullman explores the importance of school-based connection for gender and sexuality diverse students and shares details of a new micro-credential she co-designed to support teachers in this area.

Flerspråkiga mattelärare navigerar mellan olika utbildningssystem och riskerar att hamna utanför lärarkollegiet, visar Danai Dafnopoulous avhandling. "Du måste bevisa att du är en bra mattelärare, även om du är utbildad och certifierad i ditt hemland", säger hon.