Purpose – The purpose of this paper is to compare methods of working with pedagogical capital in teacher and mentor education. The authors make an account of the development of the concept of pedagogical capital and relate it to the theoretical context of practice theory. Empirical data will substantiate the theoretical discussion of teachers ' pedagogical capital. Design/methodology/approach – Comparative analyses of the authors ' research and empirical data were undertaken. Findings – Three dimensions of pedagogical capital have been identified: an experience content dimension, an analysis dimension and an acting dimension. Research limitations/implications – The authors find potential in using and further developing the concept of pedagogical capital in its various dimensions and in relation to other similar concepts. Practical implications – The authors ' methods could be used for school development purposes as well as in teacher education. Social implications – The aim of the paper is to underline the value of the contributions people can make to society as a whole and as teachers in school, in particular. The recognition of the ability to analyse and contribute is the essence of this work. Originality/value – The value of the paper is the introduction and development of pedagogical capital in an international context. The value is also the common analyses of educational work in Sweden and Norway.

The starting point of our reasoning is that development of society is dependent on the contributions of its members in a crucial way. In society we carry out different tasks, hold different positions, dwell in different places etc, more or less voluntarily. We have different backgrounds and perspectives. Likewise the development of the school is dependent on the contributions of teachers, leaders and pupils. In this paper we will concentrate on schools and the persons who work there. It is possible to regard schools as the perfect arena for asking for, expressing and making use of the assets of people. These assets include ways of regarding the role of the school in the lives of people and in society, as well as experiences of learning situations etc. We discuss different ways to ask for and make use of the contributions of teachers, i e the analyses that teachers can contribute with in everyday situations as well as in long -term planning. We discuss ways of expressing these analyses, using the concept of pedagogical capital (Henningsson-Yousif & Viggosson, 2009, Henningsson-Yousif, 2011, 2012, Viggosson, 2011). The concept of pedagogical capital is used to name the assets of individuals that are activated in pedagogical situations. Other kinds of capitals could be activated in other situations. While the use by Bourdieu of the concept of capital consists of assets of symbolic value and are of importance for power relations and for capturing of positions in society (Carle, 2007), we are interested in the capitals in a more democratic sense. The idea is that everyone at any moment has a pedagogical capital that can be asked for, expressed and made use of in people's own lives as well as in school and in society as a whole. We are especially interested in the analysis of situations that are expressions here and now of the versatile pedagogical capitals of teachers. These contributions can be communicated in many ways. In this paper we will discuss two modes of expressing the pedagogical capitals: in written language and with sketches. Especially sketches can be used to make visible different aspects of the teachers' pedagogical capitals. We thus use our own empirical research and experiences from Sweden and Norway. We discuss possibilities and methods to ask for, express and make use of the pedagogical capitals in the contexts of Teacher Education and of Development Work in Schools. We discuss the similarities of the concept of pedagogical capital with the concepts of praxis theory (Handal & Lauvås, 1983) and the concept of teachers’ knowledge base (Engen, 2011). We do not elaborate further on the theory of Bourdieu. Vital questions are: How do the teachers value their own pedagogical capitals and how do they use them? How do the leaders value the pedagogical capitals of their teachers and how do they use them? How are the pedagogical capitals used in Teacher Education and in School Development situations?

Hur gör man för att utbilda nya förskollärare? Hur ser ett arbetslag på en förskola på sitt lärarutbildaruppdrag när de tar emot studenter? Vad innebär det att arbeta i ett arbetslag på en förskola där barnen står i centrum och samtidigt fungera som utbildare för blivande förskollärare? Vad kan arbetslaget på förskolan bidra med för kunskaper? Hur skiljer sig detta från det den blivande lärarstudenten lär sig på högskolan? Läs rapporten – så får du veta mer om hur ett arbetslag på en förskola resonerar kring sitt lärarutbildaruppdrag.

An Attempt to Track the Development of Student Teachers’ Pedagogical Capital during their Internship. A Joint Research Project ABSTRACT Four Danish and four Swedish students were asked to keep teaching logs covering topics they felt had importance for their development as teachers, e.g. interaction with teacher educators from campus, mentoring, feedback from fellow students, their own life stories and the influence of social networks. Afterwards they were interviewed in order to obtain a deeper understanding of their own development with regard to their pedagogical capital in particular. They were asked to reflect on their personal educational experiences as students, how these had influenced their studies and how their teaching program had changed their way of dealing with everyday life during their internship: interaction with staff and fellow students, problem solving situations, how they perceived the learning input from their education on campus and in their internship. The logs and the interviews will serve as background material for further investigation. Being four researchers1, we have emphasized the use of our different perspectives in the analysis. We analyze the students’ own input on their pedagogical capital from a personal perspective, a life-story perspective and from the perspective of pedagogical processes. The project is on-going. We intend to study the concept of pedagogical capital as a tool for understanding the novice entering the teaching profession and as a bridge for connecting theories of teaching with students’ classroom experiences during their internships in order to develop courses and education activities to improve teacher education. Student Teachers, Danmark, Sweden, Pedagogical Capital, Development of Teachers Education. 1 Marianne Vega Poulsen is the fourth member of the research project.

The young cuckoo project It is of importance that teachers at work as well as teacher students develop an inquiring attitude and skills. They also need to develop an approach of making use of and treasuring experiences and reasonings of each other and others. This means for instance to take active part in a systematic inquiry of the teaching conditions and the prerequisits for school change in a systematic way. It also means to be attentive to the experiences and interpretations of the school and society that are made within the school and to make use of and treasure these. We regard these attitudes and skills as basic foundations of a democratic society. We connect them to the democratic knowledge processes (Holmstrand & Härnsten, 2003). The potential function of the school could in this respect be central. For the last couple of years we have been involved in trying out and studying how an inquiring and treasuring praxis could be developed at the campus and in the partner schools of the teacher education. We have studied the prerequisits for such development. We are now at a stage when we, on the basis of a pilot study (Henningsson-Yousif & Viggósson, 2006) are moving on to a development project; “Inquiring as the basis of school development as well as the development of teacher education” and a research project preliminary called “Mental images of teacher educators”. In this project we study how teacher educators at campus as well as in the partner schools both interpret the requirements of teacher students and their own functions as teacher educators. At the session we want to discuss the elaboration of the theoretical and methodological reasonings connected to our research project.

The pink project – so far A report from a coanalytic experiment with school leaders. On the basis of the ongoing project The school leader, school change and the teacher students (The pink project), I want to discuss the methodological approach to involve school leaders in an analysis of an interview material they have contributed to. The question here is: What happens when you ask school leaders to make a contribution in a reasearch analysis of this kind? I also want to discuss the content of this analysis. The question here i What dimensions do the school leaders apply in their analyses of the material? In this Pink project seven school leaders connected to the teacher education of Malmö, were interviewed concerning their own efforts in relation to school change and teacher students. The project started in the autumn of 2004 partly as an extension of the The young cuckoo project (see a separate text, Henningsson-Yousif & Viggósson). The school leaders were asked to read and react on two “analysis booklets”. Analysis booklet 1, contains reasonings about the relation between the teacher education and the school (accompanied by a booklet with sketches on the issue made by the school leaders). The Analysis booklet 2, contains the reasonings about strategies of change, leadership, their own background etc. In december 2005 the school leaders have given their reactions on booklet 1. A meeting with three of the school leaders, who also have made an attempt to analyse booklet 2, is planned to take place in march 2006.