Internationally, there is a growing interest in School-Age Educare and the meaning of aesthetic aspects of teaching and learning in educational settings. Even if dancing is beneficial for human wellbeing and can be understood as both a physical activity as well as an aesthetic expression there are few studies that examine dance in School-Age Educare. Dance as an aesthetic expression can be linked to femininity which adds challenges in educational practice. According to UNICEF, dancing is one way for children to develop imagination, creativity, and social skills. Therefore, this study aims to critically examine the prerequisites for teaching and learning dance in School-Age Educare in Sweden. This study sheds light on discursive constructions made by school-age educators when they reason around dance in their education. The empirical material consists of six semi-structured interviews with eighteen educators in sex School-Age Educares in Sweden. Mainly two discourses of how dance is constructed appear in the material. Firstly, a discourse on dance as a joyful “learning” activity. Secondly, a discourse on “teaching” dance by using digital tools. The results show that it is challenging for the educators to encourage pupils while managing the risk that dance as a feminine activity is consolidated. Moreover, in its current form, there is a shortcoming of possibilities for pupils ́to develop their own creativity in dance. Finally, the educators lack the know-how to develop pupils ́ dance skills beyond what they already know.

Syftet med detta kapitel är att diskutera hur förväntningar på handledning och olika handledarkompetenser kan bidra till ett mer inkluderande arbetssätt. Det innebär att vi kommer belysa betydelsen av att klargöra förväntningar på handledning samt hur handledares kunskaper om lärandeteorier, kommunikation, etik, återkoppling och bedömning kan bidra till och stärka adeptens lärande och utveckling inom sitt ämnesområde. Kapitlet bygger bland annat på vår egen forskning (Davidsson & Stigmar, 2021; Davidsson & Stigmar, inskickad) som visar att det finns ett gemensamt innehåll och likartade undervisningsformer i handledarutbildningar för olika yrkesgrupper.

I detta kapitel diskuteras studenters studieframgång, avhopp och genom­strömning. Vidare är syftet att belysa studenters känsla av tillhörighet i relation till studieframgång och olika möjligheter att minska studentavhopp. Motivet är att en ökad förståelse för studenters känsla av tillhörighet i relation till studieframgång ger stöd åt utveckling av akademiska miljöer och utbildningsprogram som i sin tur stärker inkludering och breddat deltagande.

The aim of this scoping review was to identify, synthesize, and report research on reflective collaborative learning through virtual communities of practice (vCoP), which, to our knowledge, is scarce. A second aim was to identify, synthesize, and report research on the facilitators and barriers associated with resilience capacity and knowledge acquisition through vCoP. The literature was searched in PsycINFO, CINAHL, Medline, EMBASE, Scopus, and Web of Science. The Preferred Reporting Items for Systematic Reviews (PRISMA) and Meta-Analyses for Scoping Reviews (ScR) framework guided the review. Ten studies were included in the review, seven quantitative and three qualitative studies, written in English and published from January 2017 to February 2022. The data were synthesized using a numerical descriptive summary and qualitative thematic analysis. Two themes: ‘knowledge acquisition’ and ‘strengthening resilience capacity’ emerged. The literature synthesis provides evidence of a vCoP as a digital space that supports knowledge acquisition and strengthens resilience for persons with dementia, and their informal and formal caregivers. Hence, the use of vCoP seems to be useful for dementia care support. Further studies including less developed countries are, however, needed to enable generalizability of the concept of vCoP across countries.

Den här boken handlar om förskolan som lärmiljö för alla barn och i synnerhet för barn i behov av särskilt stöd. Syftet är att belysa vikten av att upptäcka barn som behöver stöd tidigt, och hur olika insatser kan planeras och organiseras för att gynna delaktighet, engagemang och lärande för alla barn i förskolan. Den bygger på svensk och internationell forskning och fyller ett tomrum avseende kunskap kring barn i behov av särskilt stöd i förskolan och deras aktiva engagemang i förskolans vardag. Boken är indelad i tre delar: 

• Förutsättningar för barns delaktighet och engagemang i förskolan.

• Att skapa en inkluderande lärmiljö i förskolan.

• Tidig intervention och samverkan runt barn i behov av särskilt stöd.

Förskollärare och annan personal i förskolan, specialpedagoger och andra som arbetar med tidigt stöd till barn i förskolan har nytta av boken i sitt arbete liksom lärare och studenter i förskollärarutbildningen. Den är också av intresse för skoladministratörer, politiker och andra som är intresserade av förskolan som lärmiljö för alla barn. 

Den här boken handlar om förskolan som lärmiljö för alla barn och i synnerhet för barn i behov av särskilt stöd. Syftet är att belysa vikten av att upptäcka barn som behöver stöd tidigt, och hur olika insatser kan planeras och organiseras för att gynna delaktighet, engagemang och lärande för alla barn i förskolan. Den bygger på svensk och internationell forskning och fyller ett tomrum avseende kunskap kring barn i behov av särskilt stöd i förskolan och deras aktiva engagemang i förskolans vardag. Boken är indelad i tre delar: 

• Förutsättningar för barns delaktighet och engagemang i förskolan.

• Att skapa en inkluderande lärmiljö i förskolan.

• Tidig intervention och samverkan runt barn i behov av särskilt stöd.

Förskollärare och annan personal i förskolan, specialpedagoger och andra som arbetar med tidigt stöd till barn i förskolan har nytta av boken i sitt arbete liksom lärare och studenter i förskollärarutbildningen. Den är också av intresse för skoladministratörer, politiker och andra som är intresserade av förskolan som lärmiljö för alla barn. 

Denna rapport dokumenterar insikter från följeforskning inom projektet Trelleborg Yrkeskedjor på uppdrag av Arbetsmarknadsförvaltningen Trelleborg. Den belyser undervisning i svenska för invandrare som sökte koppla samman elevers branschpraktik med språkundervisning. 

As the privatisation of the public sector has grown rapidly in Sweden in the last decade, private companies have become an imperative part of education. Private companies sell and deliver consultancy, hardware, software, services, etc. to schools and municipalities. This study examines a growing rate of activities from companies and businesses working within public sectors. It also examines consequences of cooperation between private and public actors. Findings show that multiple actors meet in different forms and with different functions, in multiple ways and with diverse agendas. What can be discerned is strong Public-Private Partnerships (PPP), where actors and networks are linked together, directly or indirectly, in fluid and flexible relations and partnerships. Private actors on educational markets not only becomes edupreneurs but policyneurs, a new concept introduced. As private actors engage in the policy making and the public sphere, a complex and disorganised landscape with new formations of strong actors emerge, entailing a number of consequences. One implication is the establishment of lobbyism in the Swedish educational landscape, with potentially negative consequences for democracy. One conclusion is that new formations of power dissolve the roles and functions of private and public actors within education, with implications on decision-making, transparency, and democracy. 

This research aims to examine government digitalization policies and steering documents in relation to school and visual arts education. We explore how these documents are lived in the everyday practice of two visual arts teachers. We borrow the term unicorn from the field of business finance and computer sciences. The unicorn represents private venture firms with over a billion dollars in valuation (Kotha, Shin & Fisher, 2022). These almost mythical economical values are built on techno-optimism and idealized expectations of a utopic future. 

The theoretical framework is built on Deleuze and Guattari’s philosophy of segments. There are three lines in life; the molar line is a rigid line of segmentarity which leads to a calculated future which we as subjects are constantly plotting out with well-determined identities of things, aggregates as gender, social classes etc. The molecular line appears in the actualization of the present and breaks the molar lines. This happens as micromovements, tiny cracks that disorients and deterritorialize the determined identities and aggregates. The molar and molecular lines are constantly interfering and reacting upon each other as currents of suppleness or points of rigidity. The line of flight resists the molar and molecular lines and is rather like an explosion between the molar and molecular lines. More concretely, the molar line is made up by explanations, questions and answers. The molecular line is made up by silences, allusions, and interpretations. The line of flight is like a train in motion; it alter identities or erases them completely. However, the three lines continually intermingle (Deleuze & Guattari, 1987/2004). 

The overarching methodology for this research is cartography. This entails mapping the intersections of digitalization policies, interviews with teachers and photographs of the storage rooms of the visual arts classrooms, and an in-service training day for teachers at teacher training programs organized by the Swedish National Agency for Education. 

As suggested in the title, we find that there is a “unicorn in the room” that needs to be addressed. That is, an administrative authority with techno-optimist approaches concerning a “smart and fast” high technology educational future. This is a molar line made up by already pre-determined futures. The visual arts teacher practice is a molecular line, open for interpretations, misunderstandings, inventiveness because of the lack of resources, and gaps between the policies of the state and its practice in education. 

This research is highly relevant concerning educational digitalization markets and the related situation of digitalization in the subject visual arts education. This research contributes with knowledge on digitalization policies and how they are enacted.

Purpose: This dissertation aims to study how different artefacts used to assess students’ knowledge are perceived by students and teachers. A particular focus is directed towards assessment from a special educational perspective. Two research questions were posed: 1. What are students’ perceptions and experiences of different assessment practices in the classroom? 2. What are teachers' perceptions and experiences of different assessment practices in the classroom?

Sub-studies: The dissertation provides a qualitative synthesis of 5 studies. Study I is a systematic research review with the aim to enhance knowledge regarding low-achieving students’ assessment experiences. Study II, directed at classroom assessment to provide information on how primary school students in Grades 2 and 5 experience classroom assessment in Swedish. Study III A aimed to contribute knowledge about teachers' perceptions of an external assessment assignment. This was, without deepening the alignment between assessment results and teaching, which Study III B aimed to focus on. Study III B is a reanalysis of part of Study III A. In Study IV, the content’s context was communication in mathematics teaching. The results revealed teachers'assessment expressions.

Theory: The theoretical starting point is sociocultural theory. The choice is based on Gipps who highlights the relationship between teaching, learning and assessment, where assessment is perceived to take place in a social context. To understand the different assessment practices that emerge in the thesis, three categories of assessment: inherent, discursive, and documentary, are used. Mediation is used as an analytical tool.

Method: The methodological approach is an interpretive perspective. All five sub-studies are qualitative. The dissertation provides a qualitative synthesis.

Results: The results reveal a difference in the perceptions and experiences about documented assessment attributed to whether, and what consequences a low score may mean for students and teachers. Discursive assessment emerges as part of teaching. Inherent assessment does not really appear in any of the substudies.

Conclusion: It is not the design of the assessment that matters for students'experience, but its contextualisation, how the meaning is mediated by the teachers rather than the assessment design. Students with special educational needs are more concerned about assessment.

Limitation: This thesis can only describe the talk of assessment but does not study the assessment itself.

This paper analyzes how the relation between childhood and nature contributes to the formation of identities though childhood memories written for archival purposes. Archival research lets us consider how written childhood memories of nature are formed, producing social identities through practices of archiving. The archived memories of 50 people in Sweden are analyzed, concentrating on how they described their childhood memories of nature. Understanding memories as performances of identity can give important answers as to how the idealized relationship between nature and childhood is constructed in the specific context of archivation.

INTRODUCTION: Addressing a literature gap on leaner agency in health profession education, this study explores students' perceptions on which aspects of a problem-based learning (PBL) environment cradle their leaner agency enactment.

METHODS: Thirty-eight students from a newly established undergraduate dental medicine programme in Qatar participated in the study. Q methodology was adopted to collect and analyse data both qualitatively and quantitatively. A 40-statement Q-set was established based on a proposed conceptual framework of learner agency in PBL, including three dimensions-intrapersonal, behavioural and environmental.

RESULTS: Q methodological factor analysis identified four significantly different student viewpoints, which underscored participants' enactment of learner agency addressing the intrapersonal, behavioural and environmental dimensions of the conceptual framework. Despite differences in opinion regarding sources of learner agency, the four student viewpoints unanimously underscore the importance of PBL facilitators' expertise to nurture and develop agency amongst undergraduate students. Post-sorting qualitative data further confirmed the quantitative analysis. Time constraints and workload were identified as the main challenges by the participants.

CONCLUSIONS: This study explored enactment of learner agency as perceived by undergraduate dental students in a PBL curriculum. The findings of this study provide new insights into participants' subjective understanding of learner agency in a PBL curriculum in dentistry. Structured support is needed for students having no prior PBL experiences to develop their learner agency at both intrapersonal and behavioural (self-regulated learning) dimensions, and to ensure they interact with their learning environment proactively.

Traditionally bilingual Maltese school populations are increasingly linguistically diverse, due to intensified migration flows. To shed light on central issues to be addressed by policy makers, school administrators, researchers and teacher trainers, collective beliefs of Maltese primary school teachers regarding their conceptual understanding and pedagogical actions concerning multilingualism are investigated. Through the application of Q methodology and focus group interviews, data from twenty-one in-service teachers from six different colleges were collected. Using inverted factor analysis, three factors were extracted for each of the components (understanding and pedagogy). Detailed narratives for each group of collective teachers' beliefs were described and supplemented with teachers' validating comments. Findings indicate that having a positive understanding of multilingualism does not necessarily imply positive pedagogical beliefs and vice versa. In Malta's inherently bilingual education system, teachers tend to accept and welcome children's languages in their classrooms and encourage the learning of additional languages. However, possibly due to a lack of adequate training on the subject, there is scepticism regarding whether and how to effectively draw on multilingualism in the classroom. Additionally, the need arises for more teacher autonomy and agency to make decisions regarding classroom language practices, and for a more comprehensive Maltese national language education policy.

University teachers are expected to continuously improve their practice, but research about their viewpoints of future-ready universities is scarce. The paper contributes to educational research through paired Q methodology and investigates university teachers' shifting views of successful future learning environments, while being forced to move to fully digital solutions due to the Covid-19 pandemic. Four pre-pandemic (January 2020) and two while-pandemic viewpoints (November 2020) are qualitatively interpreted and show that lived experiences during the pandemic led to a polarization of participants' subjective perspectives. Despite challenging conditions, university teachers view digital and distance teaching more positively, but remain skeptical concerning technologically-enhanced on-campus learning environments. Results also indicate a largely unchanged consensus regarding the importance of critical thinking and creativity. This exploratory study's results allow forward-thinking dialogues about new policies in potentially ever more hybrid learning environments with various educational stakeholders, both within the case university in Sweden and other educational institutions.

Purpose This study determines which aspects of the intended object of learning (planned by teachers during the first phase of a learning study) is made discernible from a learners' perspective. In a learning study, the intended, enacted, and lived object of learning are considered. This study focuses on the learning material used by teachers while designing a lesson. Design/methodology/approach In many learning studies, variation theory is used to design lessons, which predicts difficulties in and possibilities for student learning. The data consisted of a lesson part - instruction through a video-recorded dance choreography - employed to enhance primary school (in a Swedish context, grade 4) students' dancing skills in the subject of Physical Education and Health. The choreography comprised five different sequences, where a variation occurred when the subsequent (new) sequence was applied to the previous movement pattern. The sequences acted as building blocks, where the students' transitions from one movement pattern to another were logical and distinguishable. Findings The results of this study show in what way an analysis of learning material, based on variation theory, can help teachers take into account the level of complexity of the object of learning. The results also identify which parts of a lesson design can be predicted to present a higher degree of challenge and by that more difficult to grasp, especially for students with different educational needs. Originality/value Lessons may be designed based on theoretical assumptions to ensure effective classroom learning and provide guidance to teachers based on student needs.

This paper addresses the rift between the teacher’s sense of self as a causal agent and the experience of being in lack of control in the classroom, by way of Hans Vaihinger’s philosophy of ‘as if.’ It is argued that understanding agential control in terms of a valuable educational fiction—a practical (ethical) fiction in Vaihinger’s vocabulary—can offer a way of bridging this rift and can help teachers make sense of the tension between their felt need to strive for control and their experience of suffering from lack of control. A fiction, it is argued, is different from an illusion in that fictions can be affirmed without being believed. Unlike illusions, valuable fictions can be recognized as fictions and still retain some of their affective power over us, thereby allowing us to act ‘as if.’ In education, this is helpful as it means that we can make use of valuable fictions without assuming that these have to be protected from the critical gaze of non-believers. In fact, we can openly acknowledge that we rely on fictions as this is part and parcel of being a human being with a limited cognitive ability.

Deliberate practice and having a growth mindset have been hypothesized to increase school performance. But previous studies are few, have been limited to very short interventions, and on average resulted in small effect sizes on school performance. This study compared the attitudes, performance, and behavior of 130 7th-grade students taking part in eight 30-minute sessions of deliberate practice and growth mindset over 14 weeks to a same-age active control group. The intervention had no significant effects on attitudes related to deliberate practice, growth mindset, or mathematical performance. However, students who participated in the intervention engaged in more deliberate practice behavior in a mathematics test. We pre-registered our hypothesis and research design at aspredicted.org/13742.

This article examines how environmental design is set in motion as a technique of government in Swedish policy texts issued to advise those who build and plan preschools. Drawing on Foucauldian research on governmentality and Carol Bacchis 'What's the problem Represented to be?' (WPR) approach, five Swedish government policies on how to build and design preschools are examined from a critical perspective. The WPR analysis helps identify how policies produce problems in certain ways and in this case shows how the preschool environment features in policies in accordance with a certain logic. The study shows that the environment is meant to function as a mediator for disciplinary power, to shape children's behaviors in desirable ways without coercion. The article also highlights certain silences in the material, the most prominent of these being the lack of discussion about adapting preschool environments to different needs without labeling children as disabled.

Growing demands on evidence-based teaching, combined with increasing business involve-ment, constitute a transformation of education in which research and research collaborations have become commodities and selling points for companies. This article, building on interviews with 30 Swedish edupreneurs, explores how the discursive trope of the Triple Helix organises collaborations between the business sector, research, and school. In what ways do people in edu-business use research and research collaborations and what kinds of values do they expect to produce through different practices? The study identifies five approaches to research - philanthropists, influencers, ambassadors, brokers, and engineers - and describe the edupreneurs' manifold ways of using, relating to, and translating research into sellable products. Using the theoretical lens of assetization, we show how different values are produced: (1) economic - strengthening the company's brand; (2) pedagogical - changing teaching practices; (3) political - lobbying for policy change and changing public conversations; (4) academic - defining useful research and funding research, and (5) social - building networks. We conclude that the striving for Triple Helix collaborations preserves the entrepreneurial right to define useful research and providing legitimacy through the power of research, an important asset on the edu-market.

The aim of this study was to collect and analyze research on inclusive education from the perspective of parents of students with intellectual disability (ID). The review examined characteristics and trends related to geographical origin of research, design, data collection, publication source and year, source of data, age of individuals with ID, and research focus. The initial database search produced a total of 2,540 non-duplicated articles published between 1994 and 2019. In total, 63 articles were included from the initial search and a subsequent ancestry search. The results show a significant increase in publication on the topic in the final one-tenth of the review time parameter, suggesting a continued upward trend. The majority of articles were qualitative in design, used interviews and surveys to collect data, and focus on the perspectives and beliefs of parents on inclusive education. Gaps in the existing set of research included a lack of family perspectives beyond that of mothers (e.g. father, grandparent) and a limited focus beyond perspectives and beliefs, to that of parent experiences of inclusive education.

This article investigates how professional development courses for university teachers are viewed by different stakeholders, specifically students, university teachers, central university management, and the government. The particular focus of the investigation is on the relationship of theory and practice, disciplinary content, and forms of pedagogical knowledge. The results, based on interviews and documents, show that university teachers tend to ask for more practical, hands-on knowledge, whereas the government focuses on the theoretical content of pedagogical courses. Stakeholders were vague in their views about the content of pedagogical courses, indicating that professional development fails to be regarded as a strategic matter.

This literature review describes and analyses 19 peer-reviewed scholarly articles published between 2015 and 2020 that focus on the notion of the Anthropocene in early childhood education. The review is guided by two pairs of analytical concepts stemming from environmental history and the sociology of childhood. The results of the analyses are presented under the themes ‘entangled children of the Anthropocene’ and ‘extraordinary children of the Anthropocene’. These two categories of children recur in the reviewed articles, and a discussion follows about how these children pose different challenges to the purpose of education in the Anthropocene. The review concludes by noting research gaps in the current literature that would benefit from further analysis in future studies in the early childhood education field.

Förskolan präglas i dag av social, etnisk, kulturell, språklig och religiös mångfald, och ibland uppstår motsättningar när förskolans värdegrund möter medarbetares eller vårdnadshavares värderingar och traditioner. Barn behöver omges av trygga och tydliga vuxna, men riskerar att hamna i en förvirrande korseld av vuxnas olika uppfattningar och övertygelser. I den här boken visar författarna hur olika värdegrundsrelaterade problem i mötet mellan hem och förskola kan förebyggas och hanteras för barnets bästa. Alla exempel i boken syftar till att öppna upp för reflekterande samtal och diskussioner kring förskolans värdegrunds­uppdrag. I boken diskuteras även de juridiska krav som ställs på förskolans värdegrundsarbete, liksom på förskolors främjande, förebyggande och åtgärdande arbete mot kränkande behandling och diskriminering. Att styra förskolan med värdegrund är ett samarbete mellan forskare, utbildare, praktiker och jurister och riktar sig till såväl verksamma som blivande rektorer, förskollärare och barnskötare.

How teachers relate to their students when they teach can contribute to a deeper and more coherent relational understanding of teaching as an interpersonal profession. This article presents a key indicators' taxonomy of relational teaching. Within the theoretical perspective of teaching called Pedagogical Relational Teachership a taxonomy to inquiry the relational dimension of the teaching profession is developed. The concept of relational teaching is categorised into a model under the themes of Tact and Stance and then further organised into six smaller units. These six relational key indicators can be used by empirical researchers to capture and illuminate the ongoing relational processes between teachers and students on a micro-level, as well as support pre-service and in-service teachers to create sustainable and trustful relationships with their students. Finally, the article discusses how this nuanced taxonomy can be applied in practice and research to cultivate the relational proficiencies of teachers in the twenty-first century.

Introduction: Most Swedish higher education institutions are far from their commitment to equip students with adequatesustainability knowledge according to UKÄ's evaluation 2017. So far, static silo thinking has dominated,although some systematic efforts have focused on different dimensions of sustainable development. Withinthe framework of Agenda 2030, meaningful cross-sectoral wholes are needed for more meaningful andphenomenon-based knowledge formation where the global goals are combined thematically.

Research questions / Purpose of the program: The project meets the need to specifi cally understand and develop transformative learning in a professional and school development perspective, as a contribution to creating an in-depth transdisciplinary knowledgeeducation at the advanced level in teacher education. In particular SDG 4.7 is mapped to shed light on theconnection between health, climate and education.This project studies teachers' and teacher students' understanding of the UN's SDGs in teacher educationprograms and master courses based on some interventions. The study focuses on how transformative learning develops in practice, how the learners interpret and reinterpret their experience of the worldaround them to create new meaning and thus learning.The main issues for the project are:

1. What is the initial understanding of teachers 'and teacher students' SDGs regarding a professionaldevelopment perspective?
2. In what ways does the design of interventions infl uence the teacher students'meaning-making?
3. What do these different teaching offers mean for teachers and student teachers'knowledge formation?

Methodology / Program description: Transformative learning has in Mezirow's research theory been revised to the study of learning viaprogression of existing and development of new frames of reference, reformation of intellectual experienceand changed perception focused mainly on teacher students.

Findings / Experience and evaluation: Knowledge contributions are obtained through the project's design, when contingency, opportunities andapplication of the sustainability goals in local-global learning contexts are described and analyzed. Digital on-site content is developed in collaboration between faculties and sustainability developers at Malmö University and the International Institute for Industrial and Environmental Economics's Master's and MOOCprograms at Lund University.

Conclusion & recommendations for theory and practice: The analysis of knowledge formation and previous research on SDG 4.7 is deepened in an attempt todevelop a model for participant-driven action research via challenge-driven transdisciplinary teaching.

References:

Disterheft, A., Azeiteiro, U.M., Leal Filho, W. & Caeiro, S. (2015). Participatory processes in sustainableuniversities what to assess? International Journal of Sustainability in Higher Education, 16, 748–771. Kemmis, S. (2009). Action research as a practice-based practice. Educational Action Research, 17(3), 463–474.Mezirow, J. (1997). Transformative learning: Theory to practice. New directions for adult and continuingeducation, (74), 5-12.

 Abductive analysis in collaborative research: A focus on didaktik1 models in preschool

Abductive analysis is linked to the concept of abduction, which focuses oninterpretive processes that create meaning, moving between empirics andtheory on encountering unexpected results. In addition to the fact thatabduction can deepen and change current research in pedagogy and didaktik,abduction can also constitute an approach that is related to democracy.Shedding light on abductive analysis in collaborative research is important inthat it regards all participants in collaborative research as knowledge users andpotential knowledge developers, potentially leading to multivocal traces in theanalysis. In this way, the possible multivocality of collaborative research holdsdemocratic potential. In addition, democracy can be found in abductive analysis that results in didaktik models that unite multivocal practices and theories.In this context, there is a need for abductive studies conducted over longperiods of time in collaboration between, for example, preschool teachers,leaders and researchers.The article provides examples of abductive analysis tried out incollaborative research in two large-scale research and development (R&D)programs. The programs were implemented over a six-year period, with twoconsecutive three-year periods between 2016-2018 and 2018-20212. Theempirical data in the R&D programs were generated over long periods of timeand assessed against several theoretical perspectives, in line with abductiveanalysis.There is a shortage of abductive studies focused on practice-based didaktikmodels in preschool. This article gives examples of abductive analysis thatresult in "multivocal didaktik modeling". Multivocality entails multiple voicesbeing included in both practice and theory. In the R&D programs, the participants were involved in question formulation, method design, datageneration, co-exploratory conversations, and analysis. Didaktik models canbe both verbal and graphic. Two classic didaktik models are didaktikquestions and the didaktik triangle. The models can provide support forteachers and leaders to make didaktik choices.This article reveals the contribution of abductive analysis to thedevelopment of multivocal practical-theoretical models in collaborativeresearch. The purpose is to provide knowledge about abductive analysis incollaborative research, with a focus on didaktik models in preschool.When teaching was written into Sweden's governing document for preschool in 2010, an uncertainty emerged as to what teaching could mean inpreschool. In response, it was determined that education and teaching shouldrest on a scientific basis and proven experience. It turned out that there wasa deficit of both teaching-oriented, Nordic research and of proven experienceof teaching in preschool. A mismatch emerged between governing documents, research and practice. This mismatch was a driving force behind theR&D programs in which preschool teachers and leaders, from 18 municipalities and school authorities, raised questions about what characterizesteaching in preschool.Abduction, as described in the article, requires that we pay attention tonuances in empirical material and try approaches that in being multivocal atboth the action level and the (meta) theoretical level are democratic in nature.In the complex reality of teaching in a preschool, a multivocal rather thanunilateral approach favors nuance over reduction and creates conditions forcontributing knowledge at both the action and the (meta) theoretical levelabout the complex nature of reality. In other words, the logic of abductioncan add a critical, nuanced and openly change-oriented dimension to didaktikcollaborative research within the framework of democracy.The contribution of this article lies in abductive analysis having been triedout and proven to be feasible in large-scale R&D programs over a six-yearperiod. Abductive analysis in collaborative research makes it possible togenerate research findings that include empirical examples, proven conceptsand didaktik models. Having the abductive analysis replicated in two R&Dprograms strengthens credibility, generalizability and usability. All in all, theabductive analysis resulted in “multivocal didaktik modeling”, which could berelated to democracy.

NOTES1In this article the German word “didaktik” (with use of the letter k) is used, whichis common in continental Europe and the Nordic countries. This term is distinctfrom the Anglo-Saxon word “didactics,” which refers to a narrow way of teaching,for example, learning-outcome oriented teaching. In the article, collaborative research refers to research conducted in R&D programs(ibid). The article uses the third-person plural “we” instead of “I” to emphasize thatdidaktik models have been tried out in collaboration.

2 The article has been written within the framework of the R&D programs Teachingin preschool (Undif) and Multivocal teaching in preschool (Fundif) in acollaboration between 18 Swedish municipalities, the independent Institute forinnovation, research and development in school and preschool (Ifous) and MalmöUniversity (Mau). The study was co-financed by Mau and the 18 municipalities. Theresearch group thanks everyone who participated and contributed with funds,materials and views in analysis and discussions. The peer-reviewed article in thisthemed issue is based on a scientific report that was reviewed by Professor StigBroström at Aarhus University in Denmark (Vallberg Roth et al., 2021).

In his article ‘An Ameliorative Analysis of the Concept of Education’, Jack Marley-Payne sets out to provide an ameliorative analysis of the concept ‘education’. Marley-Payne draws an important distinction between what he labels the ‘Broad’ and the ‘Narrow’ account of education. His conclusion is that an ameliorative conceptual analysis of education favours the narrow account. The main argument is that a narrow approach, tightly connected to formal schooling, provides a better basis for pursuing an egalitarian agenda. Contrary to Marley-Payne, I will argue that an amelioration of the concept education need not favour either a wide notion or a narrow notion. I believe that there are other alternatives to choose from, that in fact leads to an amelioration of what education can and ought to mean. The problem with Marley-Payne’s conclusion is thus, not only that it builds upon a false dichotomy but also that it is not emancipatory enough. We need an amelioration that is inclusive rather than exclusive. 

This paper aims to reflect on internationalisation in social work education in a collaborative context. The research question addressed is how collaborative online international learning (COIL) supports the concept of Internationalisation at Home (IaH) to promote glocal knowledge in innovative social work education. The study is case-based, in which a thematic webinar on human rights issues connected students of social work from various countries in an international classroom. It discusses how the concept of Internationalisation at Home can be used effectively in practice through participatory design and participant feedback. The main conclusion of this case-based paper is that social work education should promote innovative learning scenarios that support the glocal approach, so that students are able to ‘act locally and think globally’, supported by a blended learning design.

The present study aims to study how external assessments are used by teachers, transforming summative test results into a formative approach for teaching, with a special focus on students with SEN. The data material consists of documents and interviews with teachers. The documents were the schools’ compilations of assessment results, including proposals for measures and action programs for individual students. The students’ action programs constitute data material for analysis of their needs regarding the outcomes of the DLS tests. Eight ordinary and six SEN teachers participated in follow-up interviews to express their understanding of the test results and their decisions regarding what adaptations and support the students needed. The results show the teachers’ expressions and understanding of aligning the results to better support the identified SEN students in education. The emerging results indicate that the primary purpose of the assessment was to identify students with SEN and to plan teaching for these students. SEN was identified by test results on or below stanine 3. The planned support was mainly directed toward special education conducted by SEN teachers. Within the same community, different interpretations of the assignment are possible. This may affect how the results are analyzed and implemented into teaching.

Allt oftare omnämns att planetens tillstånd befinner sig i en ny tidsepok; Antropocen – människans tidsålder. Förutom den geologiska lydelsen pekar tillståndet även på det paradigmskifte i tänkande mänskligheten nu befinner sig i. Vår färdväg definieras som alltmer akut ohållbar. Från ett samlat vetenskapssamhälle framförs nu nödvändigheten av att på kort tid åstadkomma omvälvande förändringar, i en omfattning vi tidigare inte skådat. I det sammanhanget lyfts också ofta utbildningens centrala roll. I den här artikeln lutar vi oss främst mot den franska filosofen Bruno Latours resonemang om de konsekvenser antropocen har för människans behov av relationsskapande och tillhörighet. Eller formulerat som en utmaning att konfronteras med i undervisningen: Hur kan undervisningen skapa relationer med ”det mer än mänskliga” där människan utgör en integrerad del i biosfärens levande och materiella processer? Med hjälp av tre konkreta exempel från två skolor och med teori och analytiskt fokus hämtat från pragmatiska perspektiv på kommunikation, utforskar vi Latours efterfrågan av ”The terrestrial”. I den argumentativa texten visar vi hur detta kan identifieras i termer av öppna naturmöten, i relationsskapande och i demokratiska processer, vilka synliggör hur vi människor är sammankopplade med biosfären. I artikeln pekar vi också på några didaktiska riktningsgivare vilka kan vara till hjälp för lärare att skapa en undervisning som möjliggör för det omedelbara naturmötet, öppnar för det relationella utrymmet och stödjer genomlevandet av demokrati som en form av liv. 

There are objects that are so strongly attached with a situation that they become hard to distinguish from the situation itself. They “become invisible”, although crucial for the emergence and the actual becoming of the situation.

The overarching aim is to investigate such an invisible object, i.e., schoolbags and how their contents function in the lives of pupils. Of special interest is the connection between the privacy of the home and the public, societal world of school and classroom. Whilst earlier studies have focused on ergonomics this study aims at contributing to an understanding of the complex functions of schoolbags, providing new perspectives on their pedagogical and social role.

Socio-materialist theory is used as an ontological stance understanding schoolbags as objects that establish and maintain actions and norms in a given social context. The uniqueness of the study calls for a more basic approach on the analytical level, carefully investigating and describing the content of the schoolbags as well as their context, i.e., the German school system. The study’s original point of departure has been a genuine curiosity for and interest in the school bag’s (educational) place particularly in the German context.

The study is thus deeply rooted in the data material which consists of photographs of the contents of 16 German satchels provided by middle-school pupils. The contents were unpacked, carefully arranged and photographed by helpers at the school. The resulting photographs are carefully analysed alongside a description of exterior appearances of schoolbags as well as the material context of the classroom based on results from earlier research, both by the involved researchers and others.

Findings show that the function of the schoolbags exceeds their obvious transportation purposes, and that they are a complex, entangled object in the construction of “schooling” and “the pupil”. At the same time they contain anchors to the private family lives of the pupils, and such time that are intimate and deeply personal. The findings call for more research on invisible items within education and the role they play when transporting not only pens and paper but norms and values.

This paper invites us to reconsider our usual understanding of infancy, no longer as something that passes but as infantia. The Latin word infantia, which is not easy to translate, means a lack of speech, a lack of eloquence, and also infancy, babyhood, and dumbness. Drawing on Barbara Cassin’s works on the untranslatables, I propose to translate infantia, starting by not-understanding, and then by taking detours by different texts, in-between languages. Exercising translation allows us to expose ourselves to the differences between languages. The exercise in translation that unfolds will help to challenge some familiar distinctions such as infant/adult and uneducated/educated.

The past years have triggered the established blended learning format to develop into other kinds of online teaching formats, with, for example, combinations of a/synchronous learning with more flexible (co-)location requirements for teachers and students. This has led to a renewed exploration of ways to ensure accessible and life-long learning through developed educational practices. Comparing online education formats can be challenging but is necessary. Building on case study methodology, the objective of this study was to explore online learning situations (n = 21): Asynchronous Distance Education (ADE) (n = 15) and (synchronous) Emergency Remote Teaching (ERT) (n = 6), to develop a method to systematically analyse and evaluate different formats of online education using engagement theory. To do so, a schema was developed through which visual representations of learning situations were analysed. Results show that visual representations of learning situations enable nuanced comparisons across different formats of online education. Analysis reveals that the format of education affects the conditions under which the teacher more readily facilitates student engagement and that asynchronous and synchronous formats supported different nuances of engagement.

Syftet är öka kunskapen om hur yrkesverksamma säger sig använda TAKK, tecken som alternativ kompletterande kommunikation, i förskolans undervisning. Vidare syftar studien till att belysa hur TAKK kan förstås i ljuset av specialpedagogisk didaktik. Didaktiska frågor har väglett analysen: Var och när uttrycker yrkesverksamma att TAKK används? Vem/vilka uttrycker yrkesverksamma att TAKK användas med och för? Hur och varför uttrycker yrkesverksamma att TAKK användas? Studien har avgränsats till att omfatta 32 yrkesverksammas utsagor i ett inlägg i internetforumet Facebooks grupp ”Förskolan.se”. Vald metod är netnografi och analysen är kvalitativ med specialpedagogisk didaktisk modellering som teoretiskt angreppssätt. Resultatet visar att beskrivningar av användandet av TAKK kan liknas vid ett flerstämmigt förhållningssätt då TAKK beskrivs användas i undervisning på flera olika vis, i flera olika situationer och i flera olika miljöer – med alla och för alla. Slutsatsen dras att med specialpedagogisk didaktisk modellering kan TAKK bli ett verktyg brett nog att utgöra stöd på inkluderande vis. 

Utifrån ett sociokulturellt perspektiv på lärande och teorier om medierande verktyg och utvecklingszoner (Säljö, 2000, 2005; Vygotsky, 1978), är syftet med artikeln att bidra med kunskap inom forskningsfältet ämnesintegrerat skrivande. Utgångspunkten är att studenters skrivande är socialt situerat (Lillis, 2001) och att undervisning om akademisk litteracitet måste ske i de sammanhang där ämneskunskapen kommuniceras (Wingate, 2015). Pedagogiska aktiviteter som diskuteras utgår huvudsakligen från projektet Hållbar pedagogisk grund för studenters läs- och skrivfärdigheter. Denna aktionsbaserade forskning, som genomfördes i kollaborativt samarbete mellan kritiska vänner och ämneslärare, resulterade i förändrade medierande verktyg i form av tre olika stöttningsformer, strukturella, praktiska och konceptuella. Studien visar på behovet av att utveckla medierande verktyg som inledningsvis synliggör studenternas befintliga syn på och grundläggande kunskaper om akademiskt skrivande för att därefter introducera stöttor med fokus på att utveckla det ämnesintegrerade skrivandet. Noga överväganden krävs angående vilka stöttningsformer som ska användas samt hur och när de ska appliceras under en kurs eller utifrån ett progressionsperspektiv i ett utbildningsprogram.

Background

For implementation of new assessment strategies, an evidence-informed approach is desired. Thus, the assessment method should be supported by current evidence, and similarly the implementation process could be informed through research. Implementation research can be done using various approaches and research methods. However, it seems that interview studies are an important source of information. To utilize previous qualitative information, one may simply read the papers to be informed by each individual study. However, another approach may be to search the literature systematically and analyse the qualitative information as a data source. Several ways of conducting literature reviews are available, but it seems that the analysis of qualitative studies is less common. In this presentation we would like to present how meta-ethnography can be used as a method to develop knowledge on the implementation of e-portfolio.

Summary of work

Meta-ethnography is a systematic literature review through seven steps described by Noblit and Hare (1988), and further elaborated on by Britten et al (2002) and France et al (2019), in brief consisting of a systematic review, a stepwise qualitative analysis and synthesis. Four different databases were used for our literature search.

Summary of results

Through the seven steps, we analyzed the data both from “first order information” (published quotations) and “second order information” (researchers’ interpretation, analysis, and discussion) to reach a “third order interpretation” (our synthesis). We will present the steps and our findings, using our search on implementation of e-portfolio in dental education as a model. Our analysis and synthesis yielded two main themes and five sub-themes with aspects important to consider when implementing e-portfolio.

Discussion, Conclusion & Take-Home Message

We found meta-ethnography to broaden our knowledgebase beyond each separate study and believe it could add to the understanding of other aspects of assessment as well, in areas where primary studies are using qualitative methods.

References

Noblit, G.W., et al., Meta-Ethnography: Synthesizing Qualitative Studies. 1988: SAGE Publications.

Britten, N., et al., Using meta ethnography to synthesise qualitative research: a worked example. J Health Serv Res Policy, 2002. 7(4): p. 209-15.

France, E.F., et al., Improving reporting of meta-ethnography: the eMERGe reporting guidance. BMC Medical Research Methodology, 2019. 19(1): p. 25.

This study investigated university teachers' perspectives on their change readiness to implement education for sustainable development (ESD) through their participation in a problem-based learning (PBL) pedagogical development (PD) program. Theoretically, the study connected a systems-thinking approach to change readiness literature and proposed a four-dimensional conceptual framework, including intrapersonal, relational, and environmental dimensions. Q methodology was adopted to collect and analyze data both qualitatively and quantitatively. Four significantly different viewpoints emerged among the 25 participants regarding what they considered most important for their change readiness towards ESD, namely (1) improvement of teaching and learning performance, (2) personal learning and conviction, (3) applying PD learning to practice, and (4) student learning engagement and professional practice. Revealing a complex and interrelated connection between the four dimensions of change readiness, these results also observed university teachers' expression of learning gains and engagement in prospective change. Nevertheless, such change readiness was mainly within their micro teaching practice environment, with little anticipation of commitment to a wider institutional scale of change. Such restrictions on their change readiness were attributed to constrained institutional conditions and supports for long-term improvement. Results of the study suggested that it is essential to facilitate both individual awareness and efforts, as well as institutional readiness for the goal of implementing ESD in higher education (HE). In this regard, both systemic and systematic professional learning activities are recommended.

In the context of Virtual Exchange (VE) it is often assumed that participants will be naturally prepared to interact online successfully with their international partners. However, there is ample evidence in the literature to suggest that VE participants are usually unaware of effective communicative strategies in synchronous and asynchronous online communicative contexts. Through action research, this article investigates how teachers can provide scaffolding for both these communicative modalities in online intercultural environments. It reports on a qualitative content analysis of conversational and self-reported data from a corpus of three VEs that were collected and triangulated in order to identify when, in what areas, and in what ways students could benefit from pedagogical mentoring. The article then presents key mentoring stages and strategies that were identified and provides insight into the type of scaffolding that VE teachers can provide their students to help them achieve successful (a)synchronous online intercultural interaction.

I denna systematiska översikt sammanställs forskning om hur lärares arbete med läxor kan bidra till likvärdiga förutsättningar för elevers lärande. Översikten utgår från följande frågeställning:

Vad kännetecknar lärares arbete med läxor som kan bidra till likvärdiga förutsättningar för elevers lärande?

Resultaten från de studier som ingår i översikten är sammanställda med fokus på lärares arbete med läxor inför, under och efter läxan. Sammantaget visar resultaten att lärare kan bidra till lik­värdiga förutsättningar för elevers lärande genom att planera utformningen av läxan, ta hänsyn till elevers situation i hemmet samt genom att följa upp läxarbetet i undervisningen.

Översiktens resultat bygger på 15 forskningsstudier från olika länder som systematiskt har valts ut efter omfattande litteratursökningar i internationella referensdatabaser.

The position in this paper is that Visual Thinking Strategies (VTS) are very relevant for children's education in Sweden, and that their practice makes them highly adaptable to English language teaching. The rationale for this position is that this elicitation and communication technique has proven very effective in nurturing the abilities and skills which are identified in the Swedish curriculum for compulsory schooling. The impact of VTS in the Swedish education system could be significant. First, once known and understood by teachers, VTS can be a very efficient technique in the English language classroom and can directly help to fulfil several of the ambitions of the curriculum and the English language syllabus. Second, abilities and sensitivities developed by VTS correspond to the core values of Swedish society in its promotion of democratic values, which are espoused in the compulsory school curriculum. Third, VTS lends itself to being actively used across school subjects and therefore supports an interdisciplinary sensitivity in students. VTS can help student performance and confidence across subject areas, thus again fulfilling the wider ambitions of the compulsory school curriculum and encourage these students in their growing independence as individuals and as active members of society.

Students do not always have sufficient experience in, for example, academic writing, collecting data and analysing research material to start their thesis writing. Within academic education there exists a focus on independence. I this text I reflect on how this independence can be used to support students’ thesis writing. I argue that when students need help to progress in their thesis work that this should focus on helping students develop their independence when it comes to making choices within the research process and how students should relate to suggestions and questions from their supervisor. 

There is a declining proportion of children and youth in Sweden who are involved in sport associations, but there are also difficulties for youngsters to participate as leaders in associations. And so, the work of engaging more young people as leaders must be intensified by generating new knowledge and skills about sustainable leadership-roles for youth.

From the ethnographic approach which enables studying the social world in its ‘natural state’ and involves observations, data will be collected by planning, developing, and implementing workshops where young leaders together with experienced leaders from sport-clubs and associations are invited to share their experiences. In parallel, conduct semi-structured interviews with the participants that will be documented and analysed. The results from the interviews and workshops will form the basis for an intervention with some selected associations where sustainable leadership-roles will be tried, studied, and analysed.

Preliminary results show that young people tell us that they are rarely asked to lead in an association, some underline that they themselves cannot influence what happens during various activities. Furthermore, associations do not make use of their experiences and knowledge and have poor follow-ups after completed leadership trainings for youth. Hence, there is a need for collaboration between different actors in society such as the Academy, the municipality, sport associations and the private sector; a kind of relationship exchange where each experience can create new interactions based on interpretations of each others conceptual worlds, with the goal of generating new knowledge that is practically useful and theoretically interesting, with a common learning process as the core.

A starting point for this interactive research project with the aim to create change is collaboration. This approach which usually is described as part of the action research family has the purpose to identify a problem and develop solutions through a set of processes that are initiated. Also, since this study involves collaboration with different groups, there is a need for new ways and approaches to communicate and report findings to be able to include all participants.

Bradbury, H. (ed) (2015). The Sage handbook of action research. London: Sage

Coffey, A. (2018) Doing ethnography. London: Sage

Svensson, L., Ellström, P.-E., & Brulin, G. (2007). Introduction – on interactive research. International Journal of Action Research, 3(3), 233-249

Föreningsidrotten behöver ledare, men unga berättar att de sällan blirtillfrågade om att leda i en förening. Dessutom tar inte föreningar till vara påungas erfarenheter och har dåliga uppföljningar av ungas kunskap eftergenomförda ledarskapsutbildningar.

Genom interaktiv forskning med samverkan mellan aktörer från olika sektorer är syftet att skapa kunskap och kompetens kring hållbart ledarskap som gör att fler unga kan engagera sig som ledare inom idrotts- och föreningsliv. Detta förändringsarbete innefattar en teoretisk inramning med relationell pedagogik som grundas på tanken att individen växer, utvecklas och lär sig i relationer. I detta arbete är föreningslivet en mötesplats där barn och unga utvecklas som fria och ansvarstagande personer i sam-existens och samverkan. Ytterligare perspektiv som är centralt är transformativt ledarskap som kännetecknas av delaktighet, möjlighet till påverkan och strävan eftersamma mål.

Interaktiv forskning är en del av aktionsforskningsfamiljen där kärnan är att lära av varandra och generera ny kunskap som är praktiskt användbar och teoretiskt intressant (Petersson Troije, et al 2021; Svensson, et al 2007). Baserad på metodval kommer datainsamling ske från den etnografiskaansatsen (Bradbury, 2015; Coffey, 2018) vilket möjliggör att utveckla,planera och genomföra workshops där unga ledare tillsammans med erfarnaledare bjuds in för att delge sina erfarenheter. Parallellt göra semi-strukturerade intervjuer med deltagarna. Resultaten ska ligga till grund för en intervention där hållbart ledarskap ska prövas, studeras och analyseras.

Genom ökad kunskap och samverkan kan vi lära av varandra om hur unga ledare kan rekryteras och hur ungas förmågor och kompetenser kan följas upp i föreningar. Med målet att skapa förutsättningar för att öka och stödja antalet unga som leder och på så sätt skapa hållbara ledarroller.

Bradbury, H. (ed) (2015). The Sage handbook of action research. London: Sage

Coffey, A. (2018) Doing ethnography. London: Sage

Petersson Troije, Charlotte, Lisberg Jensen, Ebba, Stenfors, Cecilia, Bodin Danielsson, Christina, Hoff, Eva, Mårtensson, Fredrika and Toivanen, Susanna (2021). Outdoor Office Work – An Interactive Research Project Showing the Way Out, Frontiers Psychology, 12 April 2021

Svensson, L., Ellström, P.-E., & Brulin, G. (2007). Introduction – on interactive research. International Journal of Action Research, 3(3), 233-249

Syftet med föreliggande erfarenhetsbaserade reflektion är att diskutera handledningsprocessen för uppsatser och självständiga arbeten på grund och avancerad nivå. I fokus står möjligheter, utmaningar och hinder. Texten baseras främst på mina erfarenheter av handledning inom institutionen för idrottsvetenskap (IDV) men tar även stöd i forskning och styrdokument. IDV är en flervetenskaplig institution vilket bidrar till att flera olika vetenskapsteoretiska traditioner samsas. Det leder till diskussioner när handledare har olika uppfattningar om och erfarenheter av forskningsprocessen. Detta kan förstås både som utmaningar, hinder och som möjligheter. Det är emellertid viktigare att vara expert på hantverket att strukturera en uppsats än att vara expert i ett ämne. En central del i handledningsprocessen är handledarens feedback som under-visningsform att utveckla och stärka studenters uppsatsprocess. Detta är nära relaterat till relationer mellan handledare och student, där olika aspekter av relationer och pedagogiskt ledarskap beaktas.

The outbreak of COVID-19 has affected people all around the world. Governments had no choice but to put people in self-isolation to stop the spread of the virus. As a result, all companies and educational institutions switched to working or studying from home. The purpose of the study is to investigate the impact of COVID-19 on student teaching and learning in the context of Malmo university. Furthermore, the study proposes recommendations for sustainable post-pandemic education at Malmo University. The study includes ten semi-structured interviews with students followed by a workshop with ten senior lecturers teaching bachelor's and master's courses. The study uses snowball sampling to select students for the interviews and senior lecturers for the workshop. A qualitative data analysis technique, thematic analysis, is used for data analysis on the data collected from interviews with students and the workshop with senior lecturers. The results from the study suggested that online education leads to several benefits for students, such as better time management, higher lecture attendance, flexibility, and discipline in their studies. However, the shift to online education has caused a communication deterioration between students and teachers. Less social interaction with other students leads to depression, anxiety, and stress. The recommendations for post-pandemic education include the unified selection of digital learning tools across courses, a designated budget for digital learning tools, training support, and hybrid learning methods. In conclusion, the study proposes blended and hybrid learning to improve higher education at the university, requiring digital tools to minimize students' communication barriers.

Utifrån egna erfarenheter som handledare i två olika kandidatprogram vid Malmö universitet samt policy-dokument tillhörande dessa program, är syftet med denna artikel att diskutera handledning som en mång-facetterad arbetsallians mellan handledare och handledda. I artikeln utforskas fem olikateman som är relevanta för handledning på grundnivå respektive avancerad nivå: Olika handledarroller, emotionella band mellan handledaren och den handledda, maktförhållanden i handledningsrelationer, gruppseminarier samt feedback. Artikeln visar att handledning innefattar en mängd olika roller och stilar som handledaren kan inneha –roller och stilar som behöver anpassas till varje student och över tid. Av denna anledning behöver handledaren och den handledda kontinuerligt reflektera över olika aspekter av sin arbetsallians för att denna ska nå sin fulla potential.