Föräldrarnas rätt att välja skola bygger på att det finns bättre och sämre alternativ. Det är en princip som urholkar själva grunden för skolan som jämlikhetsskapare och ett perspektiv som saknas i debatten som marknadsskolan, skriver Hanna Sjögren, forskare i pedagogik.

PurposePrevious research has pointed to a lack of studies concerning supervision training courses. Consequently, the literature has little to suggest, and the research field is underexplored, so questions around the content and design of supervision training courses remain unanswered and need to be addressed systematically. The main aim of the present study is to explore and map whether shared content and design exist in supervisor training courses across different vocations.

Design/methodology/approachA syllabus analysis is used in order to investigate characteristic features in supervisor training courses related to the professions of dentist, doctor, psychologist, police officer and teacher.

FindingsThe results point to the existence of shared content in the different courses, such as an emphasis on learning and supervision theories, feedback, ethics, assessment and communication. Furthermore, the results conclude similarities in design of the courses, such as a problem-based approach, seminars, lectures and homework. Thus, there are common theoretical approaches to important supervisory competences.

Practical implicationsOur results intend to offer possibilities to learn from different professions when improving supervisor training courses but may also constitute a starting point for developing a shared model of interprofessional supervisor competences. Furthermore, the results may support possible cooperation in interprofessional courses. This could include arranging interprofessional courses, where one part is shared for participants from the included professions and another part is profession-specific.

Originality/valueWe seek to contribute to the research field of supervision at workplaces with knowledge and ideas about how to learn from different professions when developing and improving supervisor training courses.

This study analysed how preschool teachers differently enacted the same mathematical activity for preschool children to discern numbers, and how this affected the children's learning opportunities during the activity. The analysis was based on variation theory and Chi's taxonomy of learning activities. Two Swedish preschool teachers' enactment of the same mathematical activity for 27 children aged 4-6 years was studied. Video recordings of what the children were offered to discern were used in the analysis. The results indicate that variations in how the teachers chose to enact the activity produced two different learning opportunities for the children. Differences in what aspects were made discernible were closely linked to the characteristics of the activity implemented. The enactments differed even if the same game was chosen and the same amount of time was used in the play-based activity. In one preschool group, there were few opportunities to discern more than the nominal form of numbers; the other preschool group had an activity focused on all number forms simultaneously. In addition, in the latter group, the children had the opportunity to develop equinumerosity. The results suggest that the activity with limited variation was more appropriate for learning with undeveloped knowledge; the children with more developed understanding required a more varied design. This study contributes to the knowledge of how the design of an activity affects children's learning differently, which is important when planning learning-based preschool activities.

This is a systematic literature review aiming to systematically synthesize research of teachers’ collaborative professional development (CPD) for inclusive education. In total, 21 articles out of 55 from three data-based met the inclusion criteria. Cohen’s kappa was used to measure the agreement, found that the agreement between the raters was 0.72; substantial agreement. The results show that the definition of inclusive education differs, from the right to school attendance to full inclusion by participating in the same classes as other peers in the same age groups and environment. By that, models for collaborative professional development also vary. Most studies were small-scale projects without controls or data showing evidence for enhanced teacher or student outcomes or satisfaction. Accordingly, we could not obtain results showing powerful CPD models. We instead defined research gaps in systematic and evidence-based studies of collaborative professional development models for inclusive education. However, participation in professional development trainings resulted in teachers having more positive attitudes towards inclusive education. Results were also found that show that teachers who were most positive about inclusion also had the highest risks of burnout. Finally, results of the CPDs’ effect on students’ knowledge development in inclusive education was limited.

Various efforts have been made in higher education in Sweden to meet the demand for more transparent governance and increased efficiency and quality. The purpose of this article is to investigate how university teachers handle standardized models for assessment and examination and orientate in this field of tension between professional responsibility and professional accountability. This study examines school-based courses in teacher education programs at a university and is based on observations from 20 seminars, 10 interviews with university teachers, and 11 focus group interviews with 55 students. The results show that university teachers interpret governing documents in different ways leading to a lack of equivalence. Within one course, four assessment practices are identified: governance as confirmation, governance with need for reinforcement, governance as distrust, and governance as others' responsibility. This study reveals the variation in university teachers' professional assessment practices that challenge and interplay with the context of a curriculum in different ways. Aspects of the university teachers' professional obligation are under tension in the context of a more pronounced accountability. University teachers' professional assessment practices emerges as fragmented in terms of what professional responsibility includes and what professional discretion involves.

This article explores how a growing apparatus of edupreneurial actors offers solutions for the current ‘school crisis’ and how these commercial actors become taken for granted in the public school system. The Swedish case is interesting, as it involves a once-strong welfare state that is now associated with both the neoliberal discourse of competition and the outsourcing of policy work. Two examples – research-based education and the digitalization of education – serve to illustrate how a crisis narrative is translated into edupreneurial business ideas and how companies become established in the edupreneurial market through ‘public/private statework’. Bacchi’s notion of problematization is used to analyse processes through which the crisis has become a hegemonic truth and thus an obvious object for (business) intervention. In addition, this study shows how the commodification of school limits what becomes the ‘research base’ for schooling. The results point to the importance of how the problem is constructed and what is represented (or not) in this problematization process, for example, how critical research is left out. Another important conclusion is that the crisis narrative and policy reforms nurture the existence of these private companies.

This article explores the usability of domestication theory in an educational setting integrating a wide variety of information and communication technologies (ICTs). More specifically, the article analyses domestication of digital media in the Swedish leisure-time centre (LTC), an institution in which children receive education and care before and after compulsory school. The study draws on qualitative in-depth interviews with 21 teachers as well as observations of LTCs. The article reveals what it means to have limited agency as an educator when ICTs are appropriated, and further illustrates the contradictory fact that mobile phones are objectified as stationary technologies. It also shows how both devices and content are incorporated in ways that are perceived suitable to the LTCs’ educational moral economy. An especially interesting finding is the extent to which domestication theory sheds light on power relations when applied outside of the domestic sphere.

This article turns to the neglected pedagogical concept of ingenium in order to address some shortcomings of the admiration-emulation model of Linda Zabzebski’s influential exemplarist moral theory. I will start by introducing the problem of the admiration-emulation model by way of a fictional example. I will then briefly outline the concept of ingenium such as it appears in a Renaissance context, looking particularly at the pedagogical writings of Juan Luis Vives (1492/3–1540). This will set the stage for the next part, look- ing at how early modern philosopher Benedict Spinoza (1632–1677) adopts a Vivesian notion of ingenium, adjusting it so as to fit into the setting of his political theory. Next, I will turn to Spinoza’s use of the concept of ingenium in relation to his portrayal of exemplary persons, offering a pedagogical model of moral exemplarism that can counter same of the perceived problems of the admiration-emulation model as it highlights the necessary fallibility of efficient exemplars as well as acknowledges the socio-political dimension of emotions. Finally, I will lay out some preliminary consequences for educational theory, hoping to offer a way of reconciling moral exemplarism with a more realistic pedagogical and psychological framework.

In this chapter, we report on a small-scale critical mathematics education project in a Swedish classroom with students of varied language backgrounds. The project departed from the student Arvid’s statement “Mathematics is bad for society.” Our research interest was twofold. On the one hand, we wanted to explore what knowledge is being (re)produced by students as they try to connect and reason with a statement like “Mathematics is bad for society.” And on the other hand, we were also interested in how the students in this classroom, in which they do not have shared mother tongues, can express and (dis)acknowledge knowledge when reasoning about mathematics in society. We found that when the students (and their teacher) grappled with unpacking critical aspects such as “mathematics in society,” their reciprocal assessment of claims was based on their individual ways of knowing and talking, and tended to shape both their actions and the outcome of their efforts. We show that the discussion around critical aspects of mathematics in society that came to the fore was intertwined with both students’ and the teacher’s (lack of) meta-understanding of language diversity.

Background: Research has indicated that an aesthetic perspective on movement is lacking in physical education and that exploratory teaching assignments are rare. Purpose: The aim of the paper is to explore how PE teachers approach the issue of teaching expressive dance and which learning processes students are involved in while dancing. Participants, research design and data collection: Sixty-eight students from three different secondary school classes and four PE teachers at one municipal school in Sweden participated in a pedagogical intervention. A dance education unit built around Rudolf Laban's framework of movement was video recorded. Careful attention was paid to ethical considerations. Data analysis: Using Dewey's transactional perspective as a holistic starting point contributed to dissolve the dualism between individuals and the environment (Dewey and Bentley 1949/1991). The analysis was informed by practical epistemology analysis [Wickman, P.-O., and L. ostman. 2002. "Learning as a Discourse Change: a Sociocultural Mechanism." Science Education 86 (5): 601-623], where the terms gaps, relations and encounters were applied to distinguish various types of transactions. The concept of risk [Biesta, G. 2013. The Beautiful Risk of Education. Boulder: Paradigm Publishers] was utilised to explore how teachers' pedagogical methods interacted with the environment in the pedagogical intervention. Findings: Most transactions occurring during the dance unit were interpreted as narrow transactions, meaning that the students' actions followed responses to the teachers' initiation of a dance assignment. Expanded transactions occurred when the students were given the opportunity and responsibility to find their own solutions to dance assignments. This is interpreted as leading to an expanded purpose, which involves new ways of moving. Interrupted transactions, i.e. when actions were stopped and no encounters occurred, were observed in the form of students hesitating or avoiding participation. Teaching methods involving a certain degree of risk enable creative and non-predetermined movements. The use of unfamiliar music avoided a reproduction of stereotypical dance styles. Dimmed lighting in the sports hall and the opportunity to work in separate rooms helped the students negotiating environmental risks by attending to the organisation and aesthetics of the space. Conclusions: Expressive dance assignments can take teaching in PE in new and expanded directions. The teachers programmed gradually more risks into their lessons, which in line with Biesta's understanding (2013) enabled the students to explore new and unpredictable movements. The students developed new ways of expressing themselves and were able to focus on the meaning of the movements. Expressive dance assignments are well suited to an exploratory method of teaching and this interplay can challenge existing logics of competition and ranking in PE.

In this paper, I will explore the experience of noticing/becoming attentive to something in education. What does it mean to take notice of something in an educational way, and how does something become educationally noteworthy? In order to grasp in more detail the idea of something being noteworthy, I turn to the metaphor of pearl diving – as this appears in the works of Hannah Arendt and Walter Benjamin - and to Martin Wagenschein’s theory of exemplarity. These perspectives helps us to grasp not only the centrality of exemplarism in education. It also helps us to grasp what makes something educationally noteworthy, and how this is connected to attention and formative experiences. From this, we can return to a formulation of what makes some forms of notetaking educational.

In recent years, many programs and manuals for ‘norm criticism´ have been produced for schools in Sweden. In this article, I situate norm criticism and norm critical pedagogics within discourses of values and norms, legal rights and policies through a close reading of the material produced for the Swedish pre-school. I explore the targets, modes, and techniques of governing the child through norm critical programs and practices. I give special attention to the moral regime inscribed in the norm critical project and how the desirable and undesirable subject is constructed. By problematizing norm critical pedagogics, the article propositions them (contrary to its advocates’ claims) as doing much more than widening social norms, creating tolerance for diversity, or furthering freedom and authenticity. Norm criticism attempts to reshape power-relations, assert the moral authority of professionals, and produce a state-approved social subject.

The paper discusses the publications of the Royal Swedish Acad-emy of Sciences (RSAS) as part of a wider network of publicationexchange, linking learned societies, libraries, and archives. Theperiodicals of the RSAS went through several reorganisationsbetween 1813 and 1903, all to some extent related to their rolein publication exchange. Although subject to many of the samedeliberations of commercial value and institutional prestige asthe expanding book trade, publication exchange offered a meansof communication for institution s with widely differing financial,linguistic and scientific status, and a forum for articulating a widerange of values significant in scientific publication. In the contextof publication exchange, the roles of producers and consumers,and of publishers and repositories of scientific knowledge over-lap, and librarians emerge alongside editors as central actors inscientific communication. Scientific editorship should be viewednot only as a means of disseminating scientific findings to wideraudiences, but as designing a product that could be used to forgeinstitutional connections, to acquire publications, and to buildcollections. The case of the RSAS periodicals highlights theimportance of publication, not only for the distribution of scien-tific knowledge, but for its acquisition

This thesis investigates the tensions that emerge as drama is implemented in the teaching at a primary school. The thesis analyses drama practice in relation to a rationalistic and a holistic theoretical framework, and employs the epistemological view that subjectification and socialization are as important as the qualification dimension in education. A metaphorical model was developed, Schooling–Ecotone–Art, in order to deepen the understanding of drama as a subject in relation to the educational discourse. The ecotone, a notion deriving from ecology, symbolizes drama and serve as a tool to explore the tensions created at the borders of the adjacent habitats. The study describes the developing diversity within the drama practice in relation to the staff’s teaching and the pupils’ learning and meaning making. The empirical data are gathered by field studies at a primary school in Sweden, during one year. A project was made possible by a grant from the local municipality, through which the school was able to engage in a collaborative project with a local culture centre in which teachers and drama pedagogues worked together on a weekly basis. The doctoral study was initiated by an invitation from the school and the culture centre. Anchored in critical ethnography, the data include observations, interviews with staff and pupils, video recordings, questionnaires and email correspondence. The findings reveal different levels of tensions as drama is implemented in the teaching, which reflects the materiality of the discursive order and institutional power in education. Further, the study demonstrates the levels of progression as drama is practiced regularly, in which carnival play was a factor in the initial turbulent phase, and thus a major challenge for the staff. The study suggests that the phases in the progress demonstrate that drama comprises a unique and subject-specific content, which is needed in a holistic epistemology in primary education. Additionally, the progress describes how diversity emerges in the staff’s teaching as well as in the pupils’ creative work and that questions of interculturality are illuminated. The study concludes that there is a need to deconstruct a rationalistic epistemology, and develop a holistic epistemology, in order to achieve a sustainable education. The thesis contributes with deepened knowledge of drama as a unique habitat, and the possibilities for diversity as the tensions created in relation to adjacent habitats, schooling and art, are viewed as possibilities rather than obstacles to avoid. 

Situated within the field of inclusive mathematics education, this article presents empirical research from a microethnographic study exploring teacher-student relationships. More specifically, the searchlight was aimed at how math teachers relate to their students when they teach. The classroom study is based on a rich empirical data set collected during a year of field work: video-recorded math lessons, observations and dialogues and interviews in six classes. Four math teachers participated together with 100 students from compulsory school, upper secondary school and schools for children with learning disabilities. Based on a relational perspective on teaching, Pedagogical Relational Teachership, PeRT, (Ljungblad, 2018, 2019) a microanalysis was carried out, about how the teacher’s acknowledgement to students emerged in interpersonal, face-to-face communication. Through a relational turn in mathematics education, exploring interpersonal relationships, an extended relational understanding of situated teaching was acquired. The results illuminated how teachers’ pedagogical tactfulness emerged as a pedagogical fundament in inclusive educational environment. The results also highlighted a moment of specific importance in mathematics education: at that second, when the incalculable (Biesta, 2001, 2007) emerges, the teachers refrain from assessment and, instead, listen and create a space for the students to speak with their unique voices. Over time, such a relational teachership creates trustful and respectful teacher-student relationships.

This article presents an innovative project revolving around student participa- tion in homework activities. The theoretical framework is relational pedago- gy with a focus on student-mentor relationships in a university setting. The authors used semi-structured interviews combined with observations of the interactions between the participants. The findings are analysed at a micro- and meso-level, based on an interpersonal relational perspective on teaching, Peda- gogical Relational Teachership (PeRT). The popular claim that homework time is positively related to scholastic achievements gains was observed. The findings from this study add to the general knowledge of how participants perceive their school activities and future careers. Furthermore, relational values like connecting, belonging, trusting, including and confidence-building emerged be- tween students and mentors over time. The examination of the mentor-student relationships highlights how a new interpersonal relational capital launched a movement with a possible change in social position, in terms of entering future university studies. The article discusses the results at a societal level in relation to equity and young people’s possibilities of participating in future universi- ty studies. Since the study shows the positive aspects of ‘enriching’ activities supporting immigrant youth in homework activities at university facilities, we encourage other institutions of higher education to open up their premises for similar projects, in order to improve engagement, raise achievement levels and enhance inclusiveness in the larger social fabric.

Pedagogical tact makes visible the complexity in the relational dimension of the teacher profession

During the two past decades, in the field of relational pedagogy, the teacher-student relationship has been overshadowed by measurements and rationality. The aim of this article is to illustrate how pedagogical tact (Lövlie, 2007; van Manen, 1991, 2015) as an analytical tool can highlight new opportunities in classroom research, by visualising the relational dimension of teachers’ work. The results are based on a comparative analysis of two classroom studies in which the notion of pedagogical tact has been used (Ljungblad, 2016; Rinne, 2014). Intersubjectivity is a crucial dimension in both studies. The analysis shows that pedagogical tact as an analytical tool can take us beyond the taken for granted assumption about teaching as an easy profession. The results reveal how the teacher seeks con-tact with the student. By exploring the relational and interpersonal aspects of teaching, existential dimensions of the teaching profession can be illuminated, and relational values which are of importance for students’ growth can be visualised. In conclusion, the article discusses how pedagogical tact can contribute to the creation of human subjectification as a counterweight to students being objectified. Such a relational voice highlights existential values and the awareness of humanity.

Research topic/aim: The focus of this study is how professional research questions work as information between different levels across the school organization. The different questions aim to develop the children and students’ knowledge through the teachers and headmaster’s capacity building in a collaboration project. These questions are processed in a hierarchy from the regional overarching question, the municipalities’ to interpret the overarching question to a professional research questions and finally the schools create concrete professional research questions. At the school level are the final question processed and researched.  

Theoretical framework: The project is based on how to steer an organist through professional research question. Leadership is important and a challenge in a changing process in an organization (eg. Kotter, 1995). Moreover, a good communication between the participants are important if it shall be a development in the organization (eg. Harris & Jones 2015; Leithwood et al. 2017). 

The empirical data in this study are analyzed thought two theoretical frameworks in the border between the socio-cultural and the socio- constructivism. Within the socio-cultural field, since much of the focus is around participant in the school collaboration (Hornscheidt & Landqvist 2014, Vygotsky, 1978). However, the percipients must construct their understanding through interactions with the outside world (Ausubel, 1968; Leach & Scott, 2003; Piaget, 1964), when they interpret the question from the regional and municipality level. 

Methodology/research design: Empirical data was the focus of the meeting with the region and municipality. The participants’ final reports and final posters were collected at school level.  Some of the data from meetings where schools collaborated with their critical friends were recorded and transcribed. All the questions on the tree (regional, municipal, school) different level were analyzed, and the issues in questions from the hierarchically high to the low levels were considered. This paper is an analysis from the first year of a 5-year project. It provides a longitudinal study of a project with yearly reports. Some results from year two will be presented at the conference 

Findings: Findings demonstrate ambitious questions without clear definitions and focus on outcomes. Discussions between the various groups involved in the research demonstrates the need for precise clarifications and definitions in expression and communication. The result is that the question from the municipality steering committees focuses on an inventory of situation in the various municipality schools. Another point of view is that the perspective of the students’ perspectives is missing in the questions in most of the groups. The schools and preschool level are also more focused on their own practice, than the question that were given from the hierarchy above them. 

Relevance to Nordic educational research: The aim in the study is to develop the knowledge among the teachers so that they can support every child and student to even more develop their capacity to perform in the school, from good to better. The overall aim is to develop the schools through collaboration between municipality’s schools in the region.

This paper introduces different experiences, from experiments to commercial kits, looking at how to make IoT easier to understand by users from a variety of age groups. The hereby presented trials cover highly complex technical platforms. Connectivity, data collection, visualisation, or analysis are concepts that participants in workshops and courses have been introduced to with different degrees of success. The different experiments are finally compared offering other scholars and curriculum creators a point of departure to further work.  

This chapter emanates from a research mission from the Public Health Agency of Sweden and the study was a mapping of Sexuality and Relations education and Reproductive health and Rights (SRHR) in the various Teacher Education programs throughout Sweden during the year 2016. Together with two colleagues, a survey of 875 syllabi from all universities in Sweden was analyzed through a qualitative textual discourse analysis. The theory behind the study is based on the fact that syllabi at Swedish Universities are designed based on the theory of constructive alignment. The overall result shows major differences between various universities. In the quantitative part, graphs show a great variation of the presence of indicators related to the subject area, such as i.e., ethics, gender, democracy, norms, norm criticism, core values, convention on the rights of the child, human rights, discrimination and offensive treatment. 

During 2018, questionnaires was administered to 175 student teachers from various Teacher Education Programs exploring the educational insights they have gained during their education regarding Sexuality and Relations and SRHR. This chapter presents results from both these studies and places them in a larger context of the debate of the subject area of Sexuality and Relations and SRHR in Education at various levels in Sweden today and involves agents such as the Swedish ministry of Education. (S-)Existential questions are urgent questions and are currently debated as controversial issues among young students in Sweden today, and thus considered to be an urgent part of an active citizenship education. 

Att leta efter symptom och syndrom på den som uppfattas avvika är både olyckligt och olikvärdigt, skriver Linda Palla i en kommentar till förskollärarutbildningens reviderade examensmål. Fokus borde istället riktas mot specialpedagogik, pedagogik och didaktik ­­– utan risk för att fasta i individbundna svårighetersorsaker och diagnoser. (red.)

Debattartikel

The chapter argues for a storytelling framework for sustainable problem-based learning (PBL). An important aspect of PBL is to learn how to be responsible and answerable. Such competences can only be learnt if students interact with the world. This ethical purpose is, however, often forgotten in PBL rhetoric. We propose to address this. The 17 UN development goals are seen as a political materialization of the highest principle of all being, which is identified as the eternal recurrence and hence natality. This ethical principle is radical and implies multi-species storytelling, that is, a politics of the earth instead of the human all-to-human dominance that has caused the Sixth Extinction event that we are currently living through. The challenge of PBL in regard to sustainability is to work out new institutional, economic and material practices in which the UN goals can be enacted. We propose a terra-political framework, which implies regrouping and prioritizing the UN development goals. Terra-politics is a multi-species storytelling, which can be organized as concrete problems of the earth, which are always inherent and entangled with the problems that students identify through self-directed collaborative learning processes. A terra-politics is in this sense at the heart of almost any problem that students are dealing with. We suggest that a model of true storytelling can be extended to a multi-species storytelling that we describe in four phases and seven principles. True storytelling becomes a model that can bridge strategies, communities, spaces, geographies, nature and people. Stories are seen as collective, relational and material and require the community of a Terrapolis in which being-togetherness in time-space is a guiding principle for shaping a sustainable future.

The teaching of reading in many English as a Foreign Language (EFL) classrooms setting usually are focused more on asking the students to identify the features of the reading texts such as the plot, the main characters, and the main idea of the story. EFL readers are rarely introduced with reading activities  where they can establish emotional connection with the story that they read. The two-week Virtual Book Club (VBC) between students at the English Department in Malmo University and 25 students at the English Department in Sanata Dharma University was established to explore the students’ interculturality when reading a story about sadness. This descriptive research investigates the following: how do the students create meaning of sadness based on the children’s book entitled A Sad Book viewed from Hoff’s (2016) interculturality theory’s 3 levels of communication? During the VBC, each group was given 3 questions which were based on Hoff’s 2 out of 3 levels of intercultural communication; The first question was aimed to trigger the students’ immediate emotional response (Level 1); the second question triggers the students’ multiple interpretations (Level 2); the third question triggers the students to refer to the lessons learned (Level 1 and Level 2). The main data source were the students’ written reflections, the group discussion scripts and interview results. The research results indicated that: (1) all students showed their immediate responses towards sadness by directly sharing their feelings towards the story and how the story triggers their memories of their sad experiences (Level 1); (2) all students gave their different interpretations of sadness in accordance to their cultural backgrounds (Level 2) in which it provided a very rich concept of sadness. Implications of the research for the teaching of reading in the EFL context is discussed.

Digitalisering och kollegialt lärande utgör två centrala, men ofta separata, delar av skolors utvecklingsarbete. Den här boken utforskar mervärdet som uppstår när dessa två delar integreras i en gemensam skolutvecklings- och lärandeprocess. Boken erbjuder en gedigen genomgång av områdena digitalisering och kollegialt lärande var för sig, samt ett integrerande perspektiv. Del ett introducerar tre skolutvecklingsprojekt som sedan följer med genom bokens alla delar. Del två, om digitalisering, tar sin utgångspunkt i skolans styrdokument och identifierar fem nyckelprocesser som samverkar i digitaliseringen av skolan. Därtill diskuteras teknikinvesteringar utifrån frågor som rör ekonomi, ägandenytta och vanliga misstag. Del tre, om professionsutveckling, djupdyker i begreppet kollegialt lärande utifrån aktuell forskning. Särskild fokus läggs på struktur och organisering av den kollegiala processen och vikten av samarbete mellan professionsgrupper. Slutligen knyter del fyra samman områdena digitalisering och kollegialt lärande och analyserar hur möjligheter för integreringsvinster kan skapas. Boken vänder sig alla som arbetar med skolans utvecklingsprocesser: skolchefer, skolledare, lärare, IT-pedagoger och bibliotekarier. Dessutom vänder den sig till lärarutbildare, rektorsutbildare, politiker och beslutsfattare inom utbildningssektorn.

Denna rapport har som syfte att kartlägga kunskapsområdet sexualitet och samlevnad i svensk lärarutbildning 2016 med särskilt fokus på hiv, STI och SRHR. Resultatet visar att det finns skillnader mellan olika lärosäten, såväl i antal förekomster av indikatorer för kunskapsområdet i olika kurser som på olika utbildningsprogram och stadier. Flera lärosäten har kursplaner som skriver fram ett omfattande innehåll som rör kunskapsområdet sexualitet och samlevnad, medan andra lärosäten presenterar kursplaner med ett betydligt mer begränsat innehåll.

I resultatdiagram synliggörs tydligt två kluster av indikatorer med höga antal förekomster i kursplanerna. Det ena klustret av indikatorer är etik, genus, demokrati, normer, normkritik, det andra värdegrund, barnkonventionen, mänskliga rättigheter, diskriminering och kränkande behandling. Dessa indikatorer förekommer vanligtvis i utbildningsvetenskapliga kurser på alla nivåer samt i olika samhällsorienterande kurser och i akademiska ämneskurser som historia, religionsvetenskap och samhällsvetenskap. Indikatorer som hivprevention, STI, graviditet och preventivmedel saknas helt i de undersökta kursplanerna, i både grundlärarutbildning och ämneslärarutbildning. De förekommer inte heller i biologi, naturkunskap eller i de naturorienterande ämnena för grundlärare i årskurserna 4-6.

Utifrån kartläggningens resultat 2016 föreslås följande:

1. Kunskapsområdet sex och samlevnad behöver ringas in så att åtminstone en slags baskurs innehållande moment som rör stora delar av indikatorerna i denna kartläggning kan konstrueras. Denna bör vara obligatorisk för alla blivande lärare.

2. I enlighet med januariöverenskommelsen om att sex- och samlevnadsundervisning ska bli obligatorisk på alla lärarutbildningsprogram bör UKÄ lägga till ett examensmål, som behandlar kunskapsområdet sexualitet och samlevnad i examensordningen för lärarutbildningar för alla olika stadier inom den svenska skolan. Examensmålen bör omfatta såväl kunskap om och förståelse av sexualitet och forskningsbaserad undervisning, som färdighet och förmåga att undervisa om kunskapsområdet. (Ett examensmål om kunskapsområdet lades till i september 2020.)

3. För att tillgodose god kvalitet och gedigen kompetens hos såväl lärarutbildare som lärarstudenter behövs kontinuerliga och fördjupade utbildningsinsatser.

4. Ett nationellt centrum för kunskapsområdet sexualitet och relationer föreslås. Detta centrum bör vara ämnesövergripande och tvärvetenskapligt samt också fokusera på didaktik. Ett sådant centrum skulle kunna utgöra ett kunskapsstöd för lärarutbildningarna, särskilt under den inledande fasen, när sexualitet och relationer ska bli obligatoriskt och etableras på alla lärarutbildningar. Ett sådant centrum skulle öka möjligheten att alla lärarutbildningarna bygger upp och har tillräckligt hög kompetens inom kunskapsområdet. Ett nationellt centrum skulle dessutom vara ett stöd för verksamma lärare och skulle även kunna erbjuda fortbildning.

5. För att utveckla kunskapsområdet sexualitet och samlevnad behövs ny och aktuell forskning som också kopplas till internationell pågående forskning. Denna forskning kan vara både ämnesinriktad och skolinriktad och av både kvantitativ och kvalitativ art.

6. Den osäkerhet som lärare enligt Skolinspektionens rapport har när det gäller att undervisa om normer och om hbtq-frågor visar att lärarutbildningarna måste ha tydliga inslag som ger kunskaper om hur olika normer kan påverka och begränsa eleverna och även deras lärande.

Avslutningsvis visar resultatet av kartläggningen från 2016 en bild av att kunskapsområdet sexualitet och samlevnad förekommer i alla programutbildningar för blivande lärare. Dessutom visar kartläggningen hur kunskapsområdet uttrycks i kursplaners olika delar genom förekomsten av antalet indikatorer enligt konstruktiv länkning. Tillsammans med de sex förslagen på åtgärder ovan kan därmed kartläggningens syften anses vara uppnådda.

The institutional cultures of the preschool class. Based on theassumption that teachers are policy actors, this study aims to identify themeanings given to the preschool class’s institutional cultures in teachers’articulations about the preschool class. This is done by analysingthe values and attitudes that the teachers emphasize as being centralto the preschool class’s mission and teaching. The study builds ongroup discussions with teachers at five schools. The theoretical pointof departure is that institutional cultures are articulated by actors andbecome a tool for them to understand their own role and context, whilealso changing their culture through these actions. Institutional culturesare multidimensional and are articulated as a qualifying institutionalculture, a flexible institutional culture, and an institutional culture thatemphasizes the boundaries of the preschool class.

Många studenter som börjar läsa på högskola upptäcker snart att de måste använda språket på ett nytt sätt. Insikten att den egna förmågan inte räcker till sker ofta i ett sent skede, då tid saknas för att lösa de omfattande problemen. Ett hållbart sätt att stödja studenters lärande är därför att integrera språkstödet i den reguljära utbildningen: att låta samtliga studenter öva akademisk språkfärdighet med hjälp av material som har anknytning till huvudområdet för utbildningen. 

Syftet med den här presentationen är att beskriva och reflektera över hur detta görs på ett kandidatprogram med ett samhällsvetenskapligt huvudområde. Här är den första kursen på termin 1 ”Akademiskt språkbruk”, 7,5 hp, där studenterna övar sig i att läsa, skriva och tala akademiskt. Inom ramen för skrivmomentet har jag under fyra år utvecklat och använt ett upplägg som följer Black & Williams modell för formativ bedömning (2009). Upplägget bygger på processkrivning, där studenter ger formativ återkoppling på varandras texter (peer review) och får formativ återkoppling från läraren.

För att få ett underlag till reflexionen har jag sammanställt kvantitativa data från bedömningsprocessen. Materialet består av skriftliga uppgifter från fyra kurstillfällen 2016-2019 och utfallet från arbetet med en bedömningsmatris.

Resultaten från dessa fyra år visar att den formativa modellen fungerar bra för att ge studenterna förmågan att skriva en text som motsvarar de innehållsliga och stilmässiga kraven på en vetenskaplig text. Materialet ger dock en indikation på att studenter med låga betyg från gymnasieskolan (genomsnitt som motsvarar D och lägre) får stora svårigheter att genomföra en högskoleutbildning. Det är främst skriftspråkets krav på tydliga samband inom meningar och stycken som studenterna måste kämpa med. Utbildningar med låga antagningspoäng kan därför dra nytt av att integrera språkstöd i den reguljära undervisningen.

Around the year 1900, there was an emerging scientific interest in man and human behaviour. Among other things, this interest involved a concern about the quality of the population, especially regarding children. A whole scientific movement, the Child Study Movement, emerged in both the United States and Europe, revolving around this interest in children. Different experts were united in their concern about the state of the population of children and developed a variety of models and methods to improve the characteristics and health of children. One category concerned the experts in particular: the misbehaved. Drawing on a Foucauldian perspective on biopower, this article explores how psychiatry played an important role in sorting and categorizing schoolchildren in the early welfare state during the interwar years. Society demanded new ways of controlling the population, and biopower which is about administering the population and maximizing vitality became a central element of this governing. This article is a contribution to the history of biopower, and this topic is discussed with the emergence and establishment of child and school psychiatry during 1910-1955 serving as an example. In this article, it is argued that the involvement of psychiatrists occurred in three steps: as a part of creating and defining new categories of "problem children" within the school system, due to influence from the mental health movement with the establishment of advisory clinics and, finally, through hospitalization and specialization in the 1940s.

The aim of this thesis was to understand the validation of vocational knowledge prior to entry into vocational teacher education in Sweden. From this aim the following research questions were developed: What ideas about the organisation of validation stand out in the policy and practice of validation? What conceptions and understandings of vocational knowledge is the organisation of validation built on and what do they entail? Who has the agency to describe and decide upon vocational knowledge in the policy and practice of validation? What institutional arrangements appear in the practice of validation? To conduct the studies a multimethod approach was adopted, combining policy analysis and interviews. For theoretical support, new institutional theories were used and also theories of knowledge. The results revealed that validation have transformed vocational knowledge to fit a frame similar to formal education. It appears as if validation is more of a social and economic project than one of accounting for vocational knowledge and pride. Cultural/cognitive matters that are taken for granted when considering vocational knowledge differ quite significantly between agents involved in validation. Validation of vocational knowledge exhibits a conceptual confusion having different conceptions of knowledge simultaneously at play. In the complexity of ideas of how to organise validation and different knowledge conceptions, institutional arrangements appear to be based on a sense of belonging, either to academia or to the trade. The agency of those with vocational knowledge is limited in several ways within validation.

This guide provides a theoretical grounding for the understanding of the role of societal actors in Challenge-based learning and how it can be assessed. This grounding is used to formulate an assessment for the involvement of societal actors in Challenge-based learning

To choose a school for one’s child is part and parcel of urbanparenting in the contemporary Swedish educational system. Whileprevious studies have investigated the consequences of the schoolchoice empirically through both qualitative and quantitative methods,there are no previous studies investigating the issue of school choice asan ethical concern. Through the author’s situated experience of being aschool choosing parent in Sweden’s third largest city, Malmö, the authoruses educational philosopher Nel Nodding’s work on ethics of care andapplies it to the question of what situated, responsible parenting in Malmöcould mean today. The author introduces the metaphor of a grammar ofethics of care where the relationship between “our kid” and “our kids”is seen as relational, with an opening for caring for children outside theimmediate family. 

Few research studies within the field of mathematics education have focused on the ability to recognize quantities quickly and accurately without counting (i.e. subitizing). The aim of this research was to empirically explore the role of conceptual subitizing activities for enhancing preschool class children's learning of the part-part- whole relations of number. 24 children (aged 6-7) and two teachers participated in the intervention. Due to ethical issues, data were only collected from 18 of the children. The design was a collaborative and iterative intervention, employing a mixed-method approach. Data consisted of preand post-test, teacher observation notes and teacher responses to questions about the children's learning. Both the quantitative and qualitative analysis showed that conceptual subitizing activities supported children's knowledge development regarding part-part-whole relations of number. At the group level, the children ' s results between pre-and post-test showed an increase of 18.1 percent units and more than half of the children showed conceptual subitizing abilities in a qualitatively more developed way after having participated in the intervention. The result indicated that conceptual subitizing activities might enhance preschool class children's understanding of the part-part-whole relations of number. The results however also elucidated that not all children improved their understanding of the part-part -whole relations of number. Future research should therefore consider individual differences when developing and carrying out interventions. 

This article is based on an international comparative social policy module held annually at MalmöUniversity (Sweden) with partner universities from several countries. Our study examines the results ofintra- and interpersonal dynamics among participants and lecturers, which we call "productive tension", inrelation to overarching questions about knowledge acquisition and the importance of reflexivity andreflectivity in the learning process. Students and faculty create a "community of practice" (CoP) (Lave &Wenger 1991) that benefits from a continuous interactive environment and direct engagement. Our studyuses a mixed method approach. The analysis considers qualitative data from interviews with theparticipating students and quantitative data from questionnaires. In this article, we focus on theproductive tension inherent in the reflective and reflexive processes. Reflective and reflexive processes areidentified that influence the students' experience of cross-border cooperation and their professionalidentity. Our study also demonstrates how the knowledge about "Social Work" as a profession can bebroadened through international comparative teaching and learning. The main conclusion of this work isthat reflective and reflexive learning processes in social work education enable participants to see andunderstand themselves from a broader perspective and strengthen their own professional identity.

Abstract: Children’s early engagement in design of outdoor spaces can form the basis of laterattitudes and responsible action for sustainability. The present study is part of a participatoryaction research project in an urban multi-ethnic preschool in Sweden,involving children, parents, preschool staff and management with a focus on improvingthe preschool playground. The methodology involved children taking pictures ofthe outdoor space, informal participant observation by one researcher and conversationswith children and teachers. Analyses completed of selected fieldwork excerptsfocus on learning opportunities for children and adults, children’s participation,cooperation and leadership for sustainability. Deeper awareness and confidence, andpractical pedagogies for staff in preschools are required for effective sustainabilityeducation. A joint frame of reference on pedagogical practices and processes forreflection is needed within and across early childhood institutions. More continuoustraining of staff and preschool leadership would be of benefit. However, such commitmentis ultimately a matter of policy to invest in giving preschools the means todevelop and realise ambitions for environmental and sustainability education. Résumé: L’engagement précoce des enfants dans la conception des espaces extérieurs peutconstituer une base d’attitudes ultérieures et d’action responsable en faveur de ladurabilité. La présente étude fait partie d’un projet de recherche-action participa-* Birgitta Nordénbirgitta.norden@mau.se1 Department of Science, Mathematics and Society, Faculty of Education and Society, MalmöUniversity, Nordenskiöldsgatan 10, 211 19 Malmö, Sweden2 Centre for Middle Eastern Studies and Centre for Environmental and Climate Research, LundUniversity, Lund, Sweden3 Department of Languages, Faculty of Arts and Humanities, Linnaeus University, Kalmar,SwedenB. Nordén, H. Avery1 3tive (RAP) dans un établissement préscolaire multiethnique urbain en Suède, oùles enfants, les parents, le personnel et la direction sont impliqués dans un objectifd’amélioration du terrain de jeux de leur maternelle. La méthodologie utilisée faitappel à des prises de photos de l’espace extérieur par les enfants, une observationinformelle des participants par une personne de la recherche et une discussion avecles enfants et les enseignants. Les analyses réalisées sur des extraits sélectionnés detravaux de terrain sont centrées sur: les occasions d’apprentissage pour les enfants etles adultes, la participation des enfants, et la coopération et le leadership des adultesenvers la durabilité à l’intérieur des institutions et entre celles-ci. Une éducation efficaceà la durabilité exige une sensibilisation et une confiance plus profondes, ainsique des pratiques pédagogiques chez le personnel des établissements préscolaires.Un cadre de référence commun sur les pratiques pédagogiques et les processus deréflexion est nécessaire à l’intérieur et entre les établissements de la petite enfance.Il serait bénéfique d’assurer davantage de formation professionnelle continue chez lepersonnel, y compris pour la direction d’établissements préscolaires. Toutefois, detels engagements relèvent en fin de compte des politiques d’investissement pour donneraux établissements préscolaires les moyens d’établir et de réaliser leurs ambitionsen matière d’éducation à l’environnement et au développement durable.

This design case describes the creation and implementation of a 4-week, online, and collaborative learning experience between criminology students and faculty at two universities: one in the United States and one in Sweden. Both universities have a diverse student body that includes first-generation college students and underrepresented students. The collaboration gave students an opportunity to explore criminology in an authentic global context and harness similar benefits to a study abroad program without the financial burden. The project was grounded in instructional design theories of computer-supported collaborative learning (CSCL) and best practices for cross-cultural team collaboration. The design involved the creation of an engaging learning environment where learners worked together to accomplish a shared goal and co-create knowledge. The design offered students a unique learning experience that broadened their understanding of criminology theories in two distinct national contexts. We present the case through design decisions, implementation outcomes, a rich description of the context, and a holistic reflective view from the designer, faculty, and learner perspectives.

The purpose of this article is to explore how aspects of students' critical digital literacy can be developed through the analysis of digital multimodal texts in a secondary school classroom. The analysis of students' group discussions, when deconstructing a video clip, shows that opportunities to develop a critical awareness of prominent perspectives in a digital multimodal text increase when students become aware of the construction of the text. However, more instructional attention needs to be given to the role modes play across diverse elements in a digital multimodal text.

Denna essä är en pedagogisk-filosofisk betraktelse över hur berättelser kan användas för att initiera etiska samtal i utbildning. Den tar spjärn emot idéer om att etisk kunskap bäst grundas hos barn och unga genom undervisning av etiska principer eller genom att träna etiskt beteende och framhåller istället styrkan i att tillsammans med barn och unga utforska berättelser som engagerar känslor och fantasi men som samtidigt kan leda in i ett djupare etiskt samtal utan på förhand givna svar.

The present dissertation is a complitation thesis composed of four published articles and a substantial introduction. The writing style of the introduction is essayistic. The overarching leitmotif is to propose a pedagogical argument for the idea that we need to live otherwise than we live today, if the aim is to live a good, as in a more true, life; i.e. so as to reach eudaimonia through the practice of padeia. The method used is threefold but still unified: it includes the digging mole, the philosophical owl, and the pedagogical eagle. Based on a critical examination of the diagnosis of ADHD (and closely related diagnoses), it is argued that the well-known diagnosis of ADHD is not as clearcut as the dominant “neuropsychiatric” paradigm would have it. This dominant paradigm generally assumes that an increased group of citizens suffers from a neurogenetic “deficit” and “disorder”, and that this group is best managed by medical and behaviorist models of “care” – in the thesis referred to as neuro-behaviorism. In the thesis it is argued that the diagnosis of ADHD (and similar diagnoses) is based on modern sophistry, which forms a negative identity-logic and a bio-pedagogic that results in the constitution, and instrumental treatment, of the (negative category) dysfunctional Other(s).

       The analysis shows that the dominant neuropsychiatric paradigm is irrational from a pedagogical point of view. Yet, this dominant paradigm is often referred to as rational. The analysis also shows that the diagnosis of ADHD belongs to a paradigm which is not only irrational, but also injust, inpure, evil, and violent. This result is primarly based on theoretical arguments developed in dialogue with thinkers such as Michel Foucault, Karen Barad, Michel Serres, Baruch Spinoza, and not least the philosopher Alain Badiou. An important argument driving the thesis, which is based on Badiou’s mathematical ontology, is that the diagnosis of ADHD stems from a paradigm that presupposes finite ways of thinking about what it means to be(come) human in an “in-human” world.  

      Accordingly, the thesis makes for a pedagogical-philosophical critique of the diagnosis of ADHD, but at the same time it formulates a pedagogical alternative beyond the individual diagnosis. Against the dominant techno-positivist (therefore relativist) and pragmatic (therefore non-ontological) paradigm, a differently conceived pedagogical rationality is suggested. This pedagogical rationality is fundamentally relational; the relational alternative suggested is rational and indeeed materialistic. A main ontological axiom that the pedagogical alternative suggested draws from, is that if “the One” is not, then nothing is. This also means that Badiou’s mathemathically based ontology makes it possible to deconstruct every effect of oneness; the ontologically based axiom that there is no a priori “Other”. Yet, what there is (on the level of ontology) is a being that is equivalent with pure multiplicity or infinite alterity named void and symbolized with Ø. The thesis argues that in the void/Ø lies a potential to live a (more) true life. Further it is argued that void/Ø holds a pedagogical potential, via the unique encounter, to make the world exist from the perspective of Two rather than from the perspective of One (the dominant order). It is argued that the place where this unique encounter can take place is the so-called Two-scene of love, and that it is the pedagogue’s “slave-duty” in the world to make room for the Two-scene of love. The thesis closes with the rethorical question if the pedagogue, through a decisive decision, should act militant – as in go many miles – following the universal idea that it is possible for everyone to live a more true life, or if we, as pedagogical subjects, should continue to re/produce a society that through quasi-diagnostics renders equality an in-existent reality.

Purpose – The purpose of the paper is to build on current discussions about the need for and role of guidance in learning and teaching, as well as to theoretically develop its specifics to further advance our scholarly understanding of how to structure and enhance entrepreneurship education.

Design/methodology/approach – The paper takes a synthesizing conceptual approach, built on developmental psychology, instructional science, expertise research as well as the pedagogy–andragogy discussion and the role of guidance in contemporary entrepreneurship education research. In addition, a new term, odigogy, is developed.

Findings – Odigogy, from the Greek word odigos (to guide), addresses how to navigate student entrepreneurs in higher education. The term seeks to correspond both to the specifics of entrepreneurship as a subject and the characteristics of students in the classroom who are in a transitional phase between adolescence and adulthood.

Practical implications – The paper contributes to current entrepreneurship education discussions by offering a more balanced terminology positioned between how to teach (pedagogy) and how adults learn (andragogy). The paper provides insights for teachers when developing teaching methods and learning activities in higher education.

Originality/value – By introducing the term odigogy the paper seeks to contribute an enhanced understanding of the entrepreneurial learning process in higher education, which does not match pedagogical assumptions on how to teach children or adolescents, nor andragogical assumptions on how adults learn, or how to engage students in self-directed learning as presented in heutagogy.

This study aims to explore the scope of ‘knowledge-carrying’ objects in learning situations. The study is based on a qualitative content analysis of a design project conducted in a science centre for children aged 7-10 years, learning about polymers and circularity. The design project is based on research through design and has been an iterative process where design experiments and observations were intertwined. The main purpose of the study has been to understand the role a ‘knowledge-carrying’ object may play in learning situations, and whether an object can convey knowledge between learners or between the object and the individual, without the presence of a facilitator. The study also aimed to explore what type of properties or requirements can be claimed by such an object. Different types of documentation from the design project has been analysed through a qualitative content analysis in a top-down process in order to explore and identify how the iterations of the objects changed the objects’ capacity to carry knowledge during the project’s time frame. The goal was to create an initial concept of how designers can work with ‘knowledge-carrying’ objects in learning situations. Finally, the understanding of the role of ‘knowledge-carrying’ objects is discussed in relation to other types of mediating objects used by designers in design processes and using ‘knowledge-carrying’ objects as pedagogical agents in design education.