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Forskning och utveckling inom kategori "Lärarprofessionen"

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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.

Exploring roles in teacher–researcher collaboration: examples from a Swedish research–practice partnership in education

24 april
Research – practice partnerships (RPPs) engage the diverse perspectives of researchers and teachers, transforming both educational research and practice. However, an increased understanding of the day-to-day activities of research conducted within RPPs, and of the role of teachers and researchers in this research, is needed. In this study, teachers and researchers involved in research projects…
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Affordances, translanguaging and the international preservice teacher

24 april
Pedagogical translanguaging (TL) represents a contemporary and valuable instructional approach for bi/multilingual students. Researchers have identified the instructional practices and their affordances among bi/multilingual teachers who share a home language with their students, the dominant language used in the students’ home or community, and those who do not.
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