Det huvudsakliga syftet med studien är att bidra med fördjupad kunskap om mötet mellan lärares praktik och olika typer av innehåll i vetenskapligt texter.

Föreliggande artikel har två syften. Det första är att diskutera begreppet lärares relationskompetens med stöd i George H. Meads begrepp ’Mig’ och ’Jag’. Det andra syftet är att, med utgångspunkt från begreppsdiskussionen, diskutera resultat från tre interventionsstudier av lärarstudenters uppfattningar om relationskompetens och, mer specifikt, hur studenternas utveckling i de aktuella projekten kan förstås.

Denna studie undersöker genom mixade metoder lärares initiala och fördjupade förståelse av elevers engagemang och disengagemang i digitala lärmiljöer.

Vad har stödinsatser för betydelse ur elevers perspektiv? Den här artikeln utgår från en intervjustudie med gymnasieelever om deras erfarenheter av särskilt stöd.

This study investigates school segregation for newly arrived adolescent students (aged 16–22) in Norway.

This study investigates neighborhood-based predictors of attending early childhood education and care (ECEC) in a universal ECEC system.

In this study, we adopted the research approach of phenomenography to investigate the following research question: In what qualitatively different ways do teachers experience the teaching for ethnically diverse children?

We report on a scaled-up mathematics intervention in preschool classes (children age six) in Sweden. In the intervention, teachers at seven schools in four municipalities implemented the Thinking, Reasoning and Counting in Preschool Class (TRC) teacher guide in their teaching of 254 students.

This study examined the factors shaping co-teaching within a Finnish primary school's community. The qualitative study was conducted by teacher and principal interviews and teacher surveys. Thematic content analysis revealed five factors establishing the co-teaching practices: providing collegial support, team building, continuous professional development, the intrinsic value of co-teaching, and the structure of the work…

We scrutinized 29 video-recorded grading conversations between secondary school examiners using conversation analysis. Results showed that proposing and deciding grades involved a stepwise calibration through which examiners adjusted their individual positions.

This study investigated associations between need-supportive teaching and student and teacher emotions using mixed methods. Quantitative data were gathered from the self-reports of 326 lower-secondary school students from 22 classes in Finland.

This article presents a comparative interview study (N = 45) with Swedish and German special educators working in inclusive school settings in order to gain an understanding of how inclusive education is operationalized by the provision of special education needs (SEN) support; and how both aspects are conditioned by nation-specific particularities.