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Speciallärares och specialpedagogers relationskompetens i arbete med elevers kamratrelationer och med relationer till elevernas föräldrar

8 maj
The purpose of this article is to discuss how special educators – “speciallärare” (SL) and “specialpedagoger” (SP) – perceive relational competence working with their students’ peer relationships and with the students’ parents. (pdf)

Kunskapsbildning för professionellt lärande genom kollegiala samtal

7 maj
Professional learning based on collegial conversations is an issue worldwide. However, there is a need for deeper knowledge about what happens in such conversations. Based on practice theories and theories of knowledge building environments, this article explores collegial conversations among teachers and school leaders.

In search of artificial intelligence (AI) literacy in teacher education: A scoping review

7 maj
Artificial intelligence literacy has recently emerged on the educational agenda raising expectations on teachers’ and teacher educators’ professional knowledge. This scoping review examines how the scientific literature conceptualises AI literacy in relation to teachers’ different forms of professional knowledge relevant for Teacher Education, TE.

Promoting 21st century pedagogy: can school autonomy and school-based professional development processes make a difference?

24 april
Since learning environments designed for knowledge construction promote self-regulated and self-directed learners, the current study attempts to assess to what extent do teachers’ perceptions of their school’s autonomy and satisfaction with school-based professional development (PD) processes foster 21st century oriented pedagogy.
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