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Visually monitoring the surrounding traffic is key to safe driving. This article examines howtrainee drivers (TDs) enrolled in a Swedish driving school practice checking the blind spot,i.e., the lateral field behind the car not covered by its mirrors. Using multimodal conversationanalysis to examine a collection of blind spot checks (BSCs) drawn from an extended longitudinalcorpus of video recorded driving sessions, we identify how visually oriented instructionsare adapted to TD's driving skills as well as to local traffic demands. The findingsshow that although the BSC instructions are routinely embedded in a systematic “mirrorroutine”, numerous contingencies may force instructors to scale down the visual instructionsto only include the BSC. Furthermore, it was found in line with previous studies that instructionswere fewer and less detailed as the TD's driving progressed, to the point where theinstructions were altogether withheld. In this mode of training, that we term “unassisteddriving”, instructors would reorient their focus to noticing and correcting TD's problematicdriving behaviour, drawing in different ways on their joint interactional experience of previoussessions. The findings contribute to the literature on instructions in mobile settings aswell as to more general discussions of learning as a members' concern in situated interaction., Driver training in practice

This study examines social networks' role in high-achieving students' transitions from upper secondary school to higher education. A specific focus is on the configuration of their social network, its' stability over time, and how the students experience the nature of the relationships in the network. The case study is based on three student cases selected from a pool of 52 students, and the data includes three waves of interviews with students over two years, interviews with a significant other to the students, and a subjective mapping of their social network. Analytical tools are the concepts of cultural and social capital and weak and strong ties. The study shows how social and cultural capital works within a social network, experienced from the students’ perspectives. In addition, we conclude that the transition process is fragile for students with low cultural capital regarding network configurations, significantly when changing fields of interest from upper secondary to tertiary education. Here, the importance of having weak ties is illustrated in terms of the need for field-specific influx for a bridging support role in the transition. The active involvement and reciprocal nature of the relationships are vital, and the strength of the network depends on whether it pertains over time. The results have implications for practice due to the emerging interrupted transitions to higher education and how to support students in their apparent situations, which are characterised as being in a state of limbo with no clear resolution.

The overarching aim of the thesis is to deepen knowledge of how pupils’ differences are socially represented in both historical and contemporary contexts. More specifically, the thesis examines how notions of pupils’ differences are represented and classified through the talk about pupils as ‘weak’ and ‘strong’. Through the lens of social representations theory, four studies were conducted in which different methods for data collection were used. In the first study, six focus group discussions were conducted with 29 compulsory school teachers. In the second and third studies, text studies were conducted on government inquiries published between 1923 and 2019 (Study 2) and opinion pieces published in Swedish news media (Study 3). In the fourth study, interviews with visual elicitation were conducted with 12 compulsory school teachers. The findings underscore the role of language in how pupils and differences are constructed. Representations and classifications of pupils as ‘weak’ and ‘strong’ are prevalent among teachers, in the news media and in education policy. These classifications are linked to perceptions of normality and a tripartite hierarchy, reflecting bell-curve thinking. While teachers in this study often (re)produce such hierarchies, they also challenge and resist classifications of pupils as ‘weak’. The findings indicate that differences are not inherent to the individual pupil but are instead socially constructed, negotiated and transformed over time. However, there are also elements of stability over time in how differences are classified and represented. The results show that ‘weak pupil’ seem to be a stable construction over the last century. However, as a social representation, it appears to be highly changeable, with the ability to accommodate various perceived problems. In contrast to global policy frameworks, differences are largely ascribed to the individual pupil through a deficiency perspective. This thesis expands on this by introducing the

This chapter examines the historical context and evolution of teaching methods in Swedish teacher education. In doing so, it historicizes the ongoing debates about the quality of teacher education in Sweden and the perceived lack of instruction in teaching methods. Drawing on analysis of guidelines, government reports, recommendations, and curricula spanning from 1842 to the early 21st century, the chapter highlights changes in political reasoning about teaching, learning, and the organization of teacher education. The analysis reveals that teaching has been conceptualized in various ways throughout history. Early approaches viewed teaching as a technique for organizing and monitoring student progress. Later, teaching came to be seen as an art requiring not only good knowledge of the subject matter but also creativity and talent. With the subsequent "scientifi?ation" of teacher training and its gradual incorporation into higher education in the late 1960s, the course on teaching methodology came to be perceived as normative, emphasizing reproducible skills and best practices. As a result, by the end of the 20th century, it was replaced by the course in Didaktik, which, instead of providing teacher students with ready-made methods, focuses on critical evaluation of teaching based on relevant research. This does not mean that the question of teaching methods has disappeared from Swedish teacher education programs. However, in the highly differentiated educational system, it is handled differently by different institutions.

Background: In significant events like chemical, biological, radiological, nuclear, and explosive (CBRNE) incidents, additional expertise in specific chemical substances becomes essential. Train-the-trainer programmes are used to increase knowledge and skills in a variety of fields and have been shown to be a cost-effective training method, eliminating the necessity of bringing in external experts or requiring participants to travel outside their region. Care in Hazardous Environments (CiHE) is one example of a course which comprises basic multi-disciplinary training together with personnel from rescue, police, and emergency medical services to prepare them to handle chemical and radioactive nuclear incidents. The train-the-trainer programme described in this study contains both theoretical and practical components, intended for instructors who will lead training on CiHE incidents. This study aimed to evaluate trainers’ level of knowledge before and after a train-the-trainer programme, as well as their thoughts about becoming an instructor i.e. the pedagogical competence for the Care in Hazardous Environments course. Methods: A pre- and post-test, along with an evaluation of open-ended response options were employed to assess the effectiveness of the train-the-trainer programme for teaching the basic course (CiHE). A total of 49 participants were enrolled in the programme. Results: Participants showed significant improvement in chemical, radiological and nuclear (CRN) response knowledge in two of the eight questions between the pre- and post-tests. The two questions that improved pertained to chemical substances and basic principles of radiation protection. Instructors trained in the train-the-trainer programme are intended to bring new knowledge, incorporate a rarely discussed topic into instruction regularly, and de-stigmatise CRN incidents by helping raise the minimum competency levels in their respective organisation. Conclusion: An effective response to CBRNE e

The present paper reports on the observation of two students when solving a mathematics problem in a visual programming environment, namely Scratch. Attention was given to different types of students’ reasoning and how they utilized the computer-generated feedback. Results indicated that students’ certain kinds of reasoning when solving a mathematics problem through programming were associated with certain ways of using computer-generated feedback.

This study explores the practical implications of the paradox of moral education, focusing on how Swedish social study teachers (civics, geography, history, and religious education) navigate conflicting responsibilities to convey values and facilitate critical thinking when addressing controversial issues in their classrooms. Through qualitative interviews and observations, teachers were found to often lead by example, maintaining neutrality and presenting diverse perspectives. This approach appears to foster students towards embracing liberal values, promoting independent decision-making and personal responsibility, but it may come at the cost of critically evaluating these very ideals, norms, and values. The absence of official guidelines in the Swedish school system underscores the significance of understanding how teachers balance these conflicting responsibilities in their pedagogical practices. The study sheds light on the practical strategies employed by teachers, contributing valuable insights to a discourse traditionally centred on theoretical solutions to the paradox of moral education.

Syftet med denna artikel är undersöka elevers karaktärsemotionella inferenser (Graesser, Singer & Trabasso, 1994) av en litterär text utifrån deras skriftliga sammanfattningar av lästa kapitel ur romanen, Stjärnlösa Nätter av Arkan Asaad (2015). Studien genomfördes inom undervisningen i svenska som andraspråk på det individuella programmet Språkintroduktion på gymnasiet med två deltagande lärare och tretton deltagande elever, 16–20 år. Analysen visade att många elever återberättat huvudkaraktärens känslor: hat och kärlek i relation till fadern, ilska över diskrepanser mellan generationer och kulturer samt ensamhet i att inte tillhöra eller få förståelse för en kultur. Med utgångs-punkt i resultatet föreslår artikelförfattarna att skriftligt återberättande skulle kunna tas i bruk i litteraturundervisningen för att skapa insikter om elevernas förståelse för huvudpersonens känslor såväl som för sina egna samt som ett led i arbetet med demokrati och identitetsutveckling. Slutsatsen är att denna didaktiska potential bör tas tillvara i arbetet med litteratur.

Föreliggande rapport handlar om vuxnas medvetenhet om och förhållningssätt till demokrati, genusmedvetenhet och delaktighet i förskolans sångsituationer inom det nationella projektet Rösträtt – sång på förskolan. Studien är delad i två delar, där Del 1 fokuserar på medvetenhet om och förutsättningar för hur förskolans sångsituationer kan förbättras utifrån demokrati, genusmedvetenhet och delaktighet. Del 2 fokuserar på de förutsättningar och metoder som producenter och sångcoacher lyfter som centrala för att lägga till rätta för demokrati, genusmedvetenhet och delaktighet i förskolans sångsituationer. Genom såväl aktionsforskningsinspirerade gruppsamtal med sångcoacher (Del 1) som intervjuer och frågeformulär med sångcoacher och producenter (Del 2) producerades empiri som analyserades med hermeneutisk fenomenologisk analysmetod. Resultatet speglas i perspektiven demokrati, genusmedvetenhet och delaktighet samt i tidigare forskning om sång, demokrati och delaktighet, möjligheter och utmaningar med barnsång, genus, kön och sång, sång i förskolan samt genrebredd och kvalitetskriterier i en tidigare utvärdering av projektet. Resultatet visar att Rösträtt – sång på förskolan genomsyras av ett synsätt som utgörs av att sång som uttryck ses som en rättighet samt en kunskap som alla har, en strävan efter jämlika förutsättningar samt en medvetenhet om att alla deltar i sångsituationerna på olika sätt. Synsättet är ledsagande i deras strävan efter möjligheter till delaktighet i sång på förskolan. Resultatet visar även att förutsättningarna till att delta i projektet i vissa fall framstår som ojämlika, vilket får som konsekvens att möjligheterna till att erbjuda delaktighet i sång ibland blir begränsande.

Concerns related to school are consistently ranked as among the greatest stressors in the lives of adolescents. Research from varying contexts report rising rates of school-related stress among students, but we currently lack knowledge on what drives these trends. The aim of this study is to investigate the predictors of temporal trends in school-related stress in Swedish students between 2003 and 2020. To this end, repeated surveys of 9807 Swedish students aged 16 years are analysed using Blinder-Oaxaca decomposition techniques. The results show that the rise in school-related stress was primarily due to growing schoolwork difficulties and social exclusion among students, indicating possibly adverse consequences of a large-scale educational reform as well as of the COVID-19 pandemic. In addition, rising academic aspirations contributed to the increase, in line with arguments concerning the increasing weight attached to educational success among adolescents in the ‘schooled society’.

The aim of this article is to enrich the care ethics framework by uncovering the relationship between care and loyalty, offering insights into the complexities of children’s experiences of care in school. Through twelve interviews with pupils in sixth grade, I analyse the intersection of loyalty and care. The findings reveal two dimensions, conceptualized as internal care loyalty and external care loyalty. Internal care loyalty involves the relationship between the one-caring and the cared-for, shaping the (1) motivation, (2) understanding, and (3) reciprocity of care. External care loyalty extends beyond this relationship, encompassing (1) social inclusion and (2) conflict support. Employing a perspective grounded in care ethics, deepens the understanding of the interconnection between care and loyalty among peers and actualize the question of partiality in an educational context. This article blends feminist philosophical theory with qualitative empiricism, shedding light on the complexity and nuances of caring in peer-relations.

In this paper we explore datafication through a specific kind of evaluative practice in Swedish early childhood education and care (ECEC): the creation of quality reports by individual preschools. A theoretical framework is developed based on Dahler-Larsen's descriptions of three ‘evaluation imaginaries’ (the modern, reflexive modernity and audit society), with elaboration of their respective characteristics and complementary notions from other sources. We then apply the framework, and a qualitative text analytical approach, to analyse eight quality reports from diverse Swedish preschools, purposefully selected to represent preschools that vary in terms of ownership, geographical location, size and pedagogical profile. We find that the reflexive modernity imaginary is most clearly influential in the ECEC quality reports, but there are emerging indications of the audit society imaginary's influence. We also find variations in prioritised focus in the reports among ECEC providers, underscoring the need for further exploration. The study calls for future research to delve into provider-specific nuances, expand the investigation to other kinds of evaluations and scrutinise the broader implications for ECEC operations and practices.

The concept that technology should be designed iteratively is a well-established tenet in participatory design. However, iteration has received insufficient attention regarding how and why we should also evolve tools that support participatory processes. Based on empirical material from five participatory renewable energy projects conducted in different school communities, this paper documents how a seemingly mundane participatory design tool, a paper template, evolves through iteration to better scaffold collaborative design work. We show how iteration has implications for the overall direction of the project towards sustainability by surfacing future issues. The templates allowed a collective move from designing a renewable energy generator towards making a school collective for sustainable use, management, and adjustment of the generator they built. The iterations illustrate how participatory design tools can collect mundane things relevant for design decisions and how such things can be translated at higher levels.

External networks among deputy superintendents seem to be an increasing phenomenon in a sector that faces a rapid change and a high working load. Is this the new way to learn and improve the organization or just a social gathering with little value? In this study, the significance of networking among deputy superintendents is explored. This group of middle managers is less studied compared to superintendents. The following questions have guided the study: How are their networks designed? What themes and issues do they focus on? What networks are considered relevant? The data for this study were collected through a survey of participants in a seminar series arranged by the Swedish National Professional Association for Superintendents. Networking appears to blend operational, personal, and strategic issues, intertwining practical matters with personal and professional growth to address present challenges and future requirements. Even if networking is seen as less formal it requires individual engagement as it is embedded in a process to become a professional space that benefits both the individual and the school organization. Networks appear to provide essential resources for navigating the complexities embedded in tangled logics and the frequently unpredictable processes that follow.

This introduction to the Historical Encounters-special issue, "Revisiting history and its epistemology", elaborates upon five main themes that emerge across the various papers presented in the issue and speak to tensions within the field of epistemic cognition in history. Of interest, these themes tackle similar questions and pressures on teachers, student teachers, and learners when it comes to the construction and transmission of historical knowledge. Sometimes these themes problematize the whole history teaching project and its reliance on people’s penetrating understandings of history as discipline and its criterialist manner for constructing knowledge. Sometimes these themes seek to better understand what is going on, to then find ways to improve how things are understood or done. Some of the authors in the special issue implicitly, or even explicitly, question the whole history teaching project, while others seek to build on what we have gained as collective knowledge, hoping to take these results further.

Title in English: The Poetic Gap – Arts-Based Learning from Secondary School Students´ Perspective Author: Torben FreytagLanguage: Swedish, with an English summaryKeywords: Aesthetic Learning, Drama, Film, Music, Phenomenography, Multimodality, Focus Group Interviews, Practice-Based Research This practice-based and phenomenographic study belongs to the field of aesthetic teaching and learning, covering an intersection of subjects, such as Drama, Music, Visual Arts and Swedish (mother tongue). The study focuses on how secondary school students experience teaching where different aesthetic forms of expression are included. Several research reviews use terms as transfer to describe how it affects students’ learning in school. The voices that are heard in this research field are usually from a teacher and school leader perspective. However, classroom studies where students’ voices constitute sources are rare. This study may therefore be of interest for teachers, school leaders and researchers in the field of education. Point of departure for this study is John Dewey’s theories about the importance of experience for learning and the role of arts. The theoretical framework is built on theories of multimodality and a multimodal perspective on learning. To investigate the students' learning, a four-week teaching design was planned. The following questions were posed: How do lower secondary school students experience to express themselves aesthetically? How do lower secondary school students experience teaching and learning that includes aesthetic expressions when reading fiction? To answer these questions, the following research methods were used: practice-based research, focus group interviews and art-based methods. In essence, the interviews with the students formed the basis for the analysis. The phenomenographic analysis of the material led to four descriptive categories of students´ aesthetic experience: To express freely, To interpret and figure out, To try differ, Examinator: Docent, Ketil Thorgersen

Introduction: School attendance problems (SAPs) affect both the education and development of young learners. There is a need to better understand what supports are needed to overcome and prevent SAPs from students’ perspectives. The aim of the current study is to explore students’ perspectives on what challenges they faced, and what they perceived as helpful in overcoming attendance challenges on their pathways towards completing their education. Method: We conducted interviews with students (n = 9) in a local comprehensive school (Stadtteilschule) in the city-state Hamburg in Germany. Students were in their final year before obtaining a certificate that qualifies them for possible admission to post-secondary education. Data was analyzed using qualitative content analysis. Results: Findings show that students experienced complex challenges to school attendance that were associated with emotional distress, negative school experiences, and reduced well-being. Our findings point to common protective mechanisms in students’ perceptions of what helped them overcome SAPs. The key drivers of school attendance are located within students and their social contexts, including personal resilience, supportive relationships at school, and the social environment. Discussion: Based on students’ views, we present a model that illustrates the interconnectedness of perceived challenges and supports in the function of risk and protective factors moving across ecological systems in the development of SAPs. We highlight how these areas can guide prevention and intervention to support students in successfully completing their education and transitioning into multiple post-secondary pathways., School Attendance in International Comparison (SAPIC)

This article analyses the Swedish case of the government’s funding for equity, which annually provides over 600 million euros to improve equity. Being one of the largest funding schemes ever for work towards educational equity it also provides full autonomy for local education authorities (LEAs) to use the money at their discretion. By studying local decisions through interviews and analysing applications and plans in nine cases, we deepen our understanding of governance relations between state, LEAs and schools. Our findings show that funding is used mostly for general purposes, rather than for specific measures to improve equity. Dynamics of governance that mitigate improvements in equity are also found. LEAs take advantage of their position as receivers and distributors of the funding to local schools, deciding what equity is and how to invest in improving it, rather than passing funds to their school units and let them decide on its use.

Litteraturläsningen har i skolans undervisning ofta spelat rollen som igångsättare av diskussioner om brännande frågor i samhällsdebatten, vilket ofta i litteraturdidaktisk forskning diskuterats i termer av litteraturundervisningens demokratiska potential. Dock finns det stort utrymme för såväl empiriska vetenskapliga studier om villkoren för elevers identitetsskapande och agens i mötet med litteratur, som kritiska studier om elevers möjligheter till engagemang i brännande samhälleliga, sociala och politiska frågor. Syftet med denna studie är att undersöka läsintresserade elevers erfarenheter av litteraturläsning som ett perspektiv på hur den kan realiseras i linje med radikal estetik, som i sin tur kan ses som en ingång för elever att resonera, problematisera och reflektera kring för dem pressande frågor. Studiens empiriska material består av en gruppintervju med fyra artonåriga kvinnliga elever som alla valt litteratur som tillval under deras sista år på gymnasiet. Vår analys visar att dessa elever upplever litteraturundervisningen som styrd, begränsad och begränsande. Eleverna följer och rättar sig visserligen efter utbildningens förväntningar och de räknas som framgångsrika elever, men de upplever sällan eller aldrig att de inbjuds till mer övergripande diskussioner om den litteratur de arbetar med eller om valet av litteratur. De uttrycker frustration över att de inte inbjuds till att diskutera (för dem) aktuella samhälleliga frågor kopplat till den litteratur de läser i skolan. Artikeln avslutas i en argumenterande diskussion där vi med utgångspunkt i vårt resultat pekar på möjligheter och hinder för att genomföra radikalestetisk litteraturundervisning.

In this article, we explore how the recently revived approach of social science fiction can be used as a creative and critical method to imagine and discuss the future of artificial intelligence in education (AIED). We review one hundred social science fiction stories written by researchers and analyse how they depict the potential role of AI in teaching and learning. Through a thematic analysis, we identify four main themes and several sub-themes that highlight the hopes and concerns that the researchers express for the future of AIED. Although the fictions present imaginative scenarios of anticipated AIED futures already present in the literature, they also feature creative illustrations of how such futures may materialise. We observe that social science fiction can be valuable in approaching the complex and uncertain landscape of AIED while stimulating reflection and dialogue. We conclude by suggesting some directions for further research and practice using this emerging approach of storytelling., QC 20240920

This thesis aims to explore the doctoral co-supervisor’s experiences at the beginning of the supervisory career. The specific role of the novice co-supervisor remains largely underexplored. Therefore, the overarching research question guiding the thesis is: How do novice doctoral co-supervisors in Swedish universities perceive their initial years of their doctoral supervision careers? As doctoral supervisors operate on an international stage, doctoral supervision in Sweden can be seen as an example. The thesis consists of four papers. It isbased on a survey of 192 co-supervisors at 14 universities, 5 focus groups fromone university, 25 in-depth interviews from two universities, and various legal sources. The papers are connected through a sociological conceptual framework,‘local sociology’, which describes how identities are formed. First, the thesis explores the collective identity manifested in legislation, local guidelines and role expectations where the co-supervisor is relatively invisible. Despite this, a collective identity emerges, positioning the co-supervisor as responsible yet loyal. Following this, the reflective individual identity is also revealed, shaped by feedback from others. Here, a clear ambivalence between the role ofa successful researcher and a good supervisor becomes evident. Novice co-supervisors strive for smooth, supportive relationships and may therefore adopt the identity of mediator. In summary, becoming a co-supervisor is a significant challenge. The insights from this research can help develop future support systems for the novices. This may be beneficial to them and their PhD students., Denna avhandling syftar till att utforska forskarhandledarens erfarenheter i början av sin forskarhandledarkarriär. Den nyblivna biträdande handledarens specifika roll är fortfarande i stort sett outforskad. Därför är den övergripande vägledande forskningsfrågan för avhandlingen: Hur uppfattar novisa biträdande forskarhandledare vid svenska universitet de första åren av sin forskarhandledarkarriär? Då forskarhandledare verkar på en internationell arena kan forskarhandledning i Sverige ses som ett exempel. Avhandlingen består av fyra artiklar. Den bygger på en enkätundersökning av 192 biträdande forskarhandledare (bihandledare) vid 14 universitet, 5 fokusgrupper från ett universitet, 25 djupintervjuer från två olika universitet samt ett antal rättskällor. Artiklarna hänger samman genom ett sociologiskt konceptuellt ramverk, ’lokal sociologi’, som beskriver hur identiteter formas. Först utforskas den kollektiva identiteten som manifesteras i lagstiftning, lokala riktlinjer och rollförväntningar där bihandledaren är relativt osynlig. Trots detta framträder en kollektiv identitet som framställer bihandledaren som ansvarsfull men ändå lojal. Efter detta visas också den reflekterande individuella identiteten som formas av feedback från andra. Här finns en tydlig ambivalens mellan rollen som framgångsrik forskare och god handledare. Novisa bihandledare strävar även efter smidiga, stödjande relationer och kan därför anta identiteten som mediator. Sammanfattningsvis, att bli en ny biträdande handledare är en betydande utmaning. Insikterna från avhandlingen kan bidra till att utveckla framtida stödsystem för novisa bihandledare. Detta skulle gynna såväl dem som deras doktorander.

Part of ISBN 978-91-989745-0-8, 978-91-989745-1-5QC 20240925

The aim of the current thesis is to provide knowledge about what discursive offers of meaning the teaching of Swedish as a second language gives students to develop knowledge of metaphorical language. The study has three research questions, which are answered in separate sub-studies. Sub-study I examines regulatory documents, sub-study II examines teachers' statements about teaching, and sub-study III examines textbooks. The thesis adopts a curriculum theoretical perspective and applies a qualitative methodology. The study is based on two assumptions: (1) that discursive offers of meaning of metaphorical language as a content can be found in regulatory documents, in teachers' statements about teaching and in textbooks, (2) that the three sub-studies can be understood as belonging to three curriculum theoretical arenas: the formulation arena (sub-study I), the transformation arena and the realization arena (sub-study II and III). The thesis also provides an interpretive discussion of the results from the individual sub-studies and the results from the study in relation to different educational traditions within the subject of Swedish. The material used in the study consists of the subject plan and two contextualizing commentary materials for Swedish as a second language in curriculum Gy11, interviews with nine licensed and active teachers of Swedish as a second language and seven textbooks intended for the subject's three courses. The study is qualitative, and the materials are analysed using thematic analysis, didactic analysis and content analysis as methods. The results reveal that Swedish as a second language can provide discursive offers of meaning of metaphorical language as a content. The teaching of the subject is largely guided by the content of the subject's objective description, the central content of the courses and the content of the national tests in grades 1 and 3. Teachers do not address metaphorical language explicitly in the teaching of Swedish as

This study explores the landscape of serious games for sustainable environmental education, focusing on game types, theoretical foundations, and pedagogical approaches to provide valuable insights for educators, researchers, and policymakers. Using an umbrella literature review methodology, it examines empirical studies published between 2006 and 2023 on serious games in this field. The findings reveal a growing interest in serious games for sustainability, highlighting advancements in gaming technologies. It also identifies various game types, theoretical perspectives, and pedagogical strategies used to promote sustainability education. The study offers a comprehensive overview of the role of serious games in fostering sustainable behaviors, synthesizing key empirical studies, frameworks, and practical applications. Its insights can help educators design and implement serious games that effectively integrate diverse pedagogical and theoretical approaches, enhancing learning outcomes and raising sustainability awareness. © 2024 University of Jyvaskyla

The point of departure for this paper is Anne Phillips’ concept of equality as enactment. I identify two interpretations hereof. The first emphasizes immediate enactment but neglects the role of mediating institutions. This, I contend, severely limits its political effectiveness. The second highlights the importance of such institutions in sustaining and continually enacting equality among citizens. To illustrate the pitfalls of stressing an unmediated enactment, the study analyses the experiences from the post-war evolution of Sweden’s educational system. Subsequently, I expound the political-theoretical implications of the empirical findings and propose a more institutionally cohesive understanding of equality as enactment. I do this by engaging in a close dialogue with the French philosopher Marcel Gauchet and Hannah Arendt, one of Anne Phillips’ foremost sources of inspiration, particularly Arendts’s perspectives on education’s role in modern society and its correlation with the concept of the world.

The Swedish educational system is characterized by a well-structured framework with a strong focus on inclusivity and student-centered learning. Over the course of the 20th and 21st centuries, reforms have progressively adapted the system to meet social and economic demands, emphasizing both academic and vocational preparation. Democracy, sustainability, and digital innovation are key elements integrated into all educational levels. However, recent challenges, such as the privatization of schools (friskolor) and the digitization of education, have raised concerns about potential inequalities and their impact on educational quality. Despite its strengths, the system faces issues related to increasing social disparities and standardized assessments.

I det här kapitlet diskuteras friluftsliv som utbildnings- och samhällsfenomen, utifrån ett humanistiskt och beteendevetenskaplig tidrottsperspektiv. I en bok om idrottsforskning kan det tyckas märkligt att inkludera ett kapitel om friluftsliv. Som vi vill visa i detta kapitel finns det dock skäl till att det kan se ut så i den svenska kontexten, åtminstone inom den humanistiska och beteendevetenskapliga idrottsforskningen. I kapitlet presenterar vi den forskning som bedrivits på temat friluftsliv inom svensk humanistisk- och beteendevetenskaplig idrottsforskning över de senaste femtio åren. Vi inkluderar forskning om friluftsliv kopplat till skolämnet idrott och hälsa men, för att sätta in denna i en samhällskontext, inkluderar vi också forskning om friluftsliv som ett bredare samhällsfenomen. Vår ambition är att ge dig som läsare en övergripande bild genom att mer översiktligt presentera innehållet och de viktigaste forskningsresultaten i avhandlingar och annan forskning som lagts fram.

Special needs educators (SNEs) who work with children in need of special support (CINSS) have an important function in preschool, i.e. supporting CINSS and supporting the development of inclusive learning environments. Furthermore, they are professionals whose working conditions are demanding. That said, there is little research on their well-being. The present cross-sectional study aims to investigate associations between a work-related sense of coherence (Work-SoC), resources and demands, and contextual factors in relation to SNEs' work with CINSS. Randomly selected SNEs (N = 42) from Swedish preschools completed a web survey. Spearman's rho correlation analyses showed that Work-SoC (i.e. comprehensibility, manageability and meaningfulness at work) was positively related to job resources and negatively to demands yet unrelated to contextual factors. In contrast, contextual factors were related to job resources. Additionally, self-perceived control was statistically speaking significantly related to many variables (e.g. job demands, Work-SoC, collaboration with preschools, continuous evaluation of support measures, and access to co-workers from other professions). The study underscores the importance of supportive work environments; systematic quality practices within the organisation, and collaboration for SNEs in their work with CINSS and in the development of inclusive learning environments.

Texte traduit par : Lucie Garrigues, Dominique Perrin et Cécile Boulaire

Gymnasiereformen 2011 medförde en ny läroplan och ett ökat antal nationella prov, bland annat för svenskämnet. Där infördes ett nytt nationellt prov i årskurs 1 bestående av ett läsförståelseprov samt prov i muntlig och skriftlig framställning. Att genomföra ett nationellt prov redan i årskurs 1 och att testa elevers läsförståelse är en ny företeelse för gymnasiet, vilket innebär ett förändrat uppdrag för svensklärarna. Studiens syfte är att bidra med kunskap om hur den lokala kontexten, det vill säga skolors och lärares enskilda förutsättningar, kan få betydelse för hur lärare möter ett förändrat uppdrag i form av ett nytt nationellt prov. Forskningsfrågorna handlar om vilka policypositioner lärarna intar i relation till ett nytt nationellt prov i ämnet svenska på gymnasiet och hur deras inställning till provet relaterar till fyra kontextuella dimensioner. Det empiriska materialet består av parintervjuer och fokusgruppintervjuer med svensklärare på gymnasiet. Studien tar sin teoretiska utgångspunkt i policy enactment. Resultaten visar att de kontextuella dimensionerna har betydelse för hur lärarna positionerar sig i relation till det nationella provet. De lärare som känner sig väl förberedda för det nya uppdraget och har ett elevunderlag som de beskriver som högpresterande är mer positivt inställda till provet, jämfört med de lärare som anser att de inte fått möjlighet att förbereda sig och som har elever som i högre utsträckning kämpar med sin läsning. Resultaten visar också skillnader mellan skolornas resurser och organisation kring de nationella proven, samt pekar på vikten av en tydlig konstruktiv länkning mellan, The Swedish reform for upper-secondary school of 2011 brought about a new curriculum and an increase in national testing. In the subject of Swedish a new national test, consisting of a reading comprehension test as well as testing of oral and writing skills, was introduced in the first year of upper-secondary school. To carry out a national test as early as in the fist year and to test students’ reading comprehension was something new at upper-secondary school, bringing about an altered work task for teachers of Swedish. The aim of this study is to contribute knowledge about how the local context, that is the pre-conditions for individual schools and teachers, play a role in how teachers handle an altered work task in the form of a new national test. The research questions focus on what policy positions the teachers take in relation to a new national test in the L1-subject Swedish at upper-secondary school and how the teachers’ attitudes towards to the test relate to four contextual dimensions. The study draws on qualitative data from pair and group interviews with fifteen teachers of Swedish in upper-secondary school, and the theoretical framework consists of policy enactment. The findings indicate that the contextual dimensions are significant for how the teachers position themselves in relation to the national test. The teachers who feel well prepared for their altered work task and have students that are described as high performing students have a more positive attitude to the test, compared to the teachers who feel they were not given opportunity to prepare for the altered work task and who have students who, to a larger extent, struggle with their reading. The results also show a difference between schools concerning resources and organisation in connection with the national tests, and they also point to the importance of distinct constructive alignment between a national test and all parts of the curriculum for teachers to prioritise the test as intended.

För ett halvsekel sedan, år 1974, framhöll Olle Halldén, legendarisk lektor i pedagogik vid Gymnastik- och idrottshögskolan (GIH), att skolämnet gymnastik (dagens idrott och hälsa) ”på något sätt förblivit en isolerad ögrupp utanför de teoretiska ämnenas omhuldade fastland.” Ämnet var ”en arkipelag, dit kunskapsämnenas lärar- och forskningsföreträdare inte i första hand sökt sig” (Halldén, 1974, 18). Gymnastikens forskningsförankring låg vid den tiden inte i samhällsvetenskap, utan i medicinsk vetenskap, främst fysiologi. Det samhällsvetenskapliga utforskandet av gymnastik var begränsat, men inte helt obefintligt. Några år tidigare, i februari 1967, anordnade dåvarande Skolöverstyrelsen (motsvarande dagens Skolverk) ett gymnastikpedagogiskt symposium, där pedagoger, jämte fysiologer, fick möjlighet att yttra sig om ”gymnastikämnets målsättning och utformning samt i anslutning härtill lämpliga forskningsuppgifter”(Engström, 1969, 1). Detta utgjorde startpunkten för systematisk pedagogisk utforskning av skolämnet idrott och hälsa (som det kom att benämnas 1994).

While much of this anthology explores different approaches to education research that focus on policy texts (different types of texts are discussed and various ways of analyzing policy texts have been presented), this chapter focuses on how such studies should be reported, that is to say, whether a report is shaped as an essay, dissertation, article, or book chapter. The research report will also be discussed as both a product (i.e., something to be created and handled by others) and a process (i.e., an activity that takes place over time). The different parts of a report, its content and function will be discussed, as well as how a report author can underline and highlight a study’s strengths and inform about its weaknesses. The latter is of particular importance for the study’s validity and reliability or credibility and trustworthiness. The chapter also contains sections with a particular focus on the function and use of theories as well as on research ethics, POLNET

The purpose of this chapter is to introduce qualitative content analysis as a methodological tool in education research. The chapter will initially briefly describe the basics of the method and then give more concrete descriptions of different approaches within it. The rest of the chapter will be dedicated to three different examples of my own use of qualitative content analysis in empirical research. The first example deals with empirically based and inductively driven content analysis in which searches for patterns and themes were made in extensive and unstructured empirical material, consisting of hundreds of free text responses to a questionnaire. Theoretical concepts were then used to explain the outcome of the analysis. The second example is theory-driven, critical analysis in which several policy texts, both public investigations and parliamentary proposals, were analyzed using concepts from curriculum theory. Here, the material was approached with specific concepts that help to both continuously structure the reading and explain the results. The third example is based on Koselleck’s (1985) diachronic analysis in a historical review of a concept in an extensive text material from media, mainly columns, editorials and debate articles. Here, theoretical concepts of conspiracy theories were used to retrospectively explain the concept’s use, function, and rationality. In conclusion, I briefly summarize the differences and similarities of the different approaches, and draw a couple of conclusions about their scientific advantages and disadvantages. Finally, a discussion follows about how the method can be applied to different kinds of policy texts, in particular for comparative purposes., POLNET

Knowledge about sustainability problems as it is typically taught does not per se lead to action for tackling these problems. Environmental and sustainability education researchers have argued for teaching more action-oriented knowledge. This article addresses the ‘didactical work’ required for teachers to do so, both in preparing and implementing lessons. The authors employ transactional didactic theory and the analytical method Practical Epistemology Analysis to open-up the black box of teaching and learning action-oriented knowledge on sustainability issues. The methodology, that has a strong focus on classroom observations, allows to empirically investigate the influence of teachers’ actions on students’ learning. It is here applied to a case study in higher education where it is engineering teachers’ explicit ambition for their students to explore and develop a wider area of knowledge about sustainability issues. Our findings shed light on what this requires in terms of the ‘scripting’, ‘staging’, and ‘performance’ of lessons.

The aim of this paper is to explore students mathematical and ethical reasoning in fair sharing tasks. In our study, 8-year-old students were asked to share eight biscuits between three soft toys, where one of the toys is hungry and sad. Two analytical frameworks were used, one for mathematical reasoning and one for ethical reasoning. The results show that sharing tasks can generate several solutions in which students use different mathematical arguments combined with ethical arguments. Another result is that the different argument soften interplay with, or depend on, each other, meaning that mathematical reasoning and ethical reasoning are intertwined., L'objectif de cet article est d'explorer le raisonnement mathématique et éthique des élèves dans les tâches de partage équitable. Dans notre étude, il a été demandé à des élèves de 8 ans de partager huit biscuits entre trois peluches, l'une des peluches étant affamée et triste. Deux cadres analytiques ont été utilisés, l'un pour le raisonnement mathématique et l'autre pour le raisonnement éthique. Les résultats montrent que les tâches de partage peuvent générer plusieurs solutions dans lesquelles les élèves utilisent différents arguments mathématiques combinés à des arguments éthiques. Un autre résultat est que les différents arguments interagissent souvent entre eux ou dépendent les uns des autres, ce qui signifie que le raisonnement mathématique et le raisonnement éthique sont étroitement liés.

This conceptual paper takes a departure in the concept of powerful knowledge, developed by Young, M., & Muller, J. (2013. On the powers of powerful knowledge. Review of Education, 1(3), 229-250. https://doi.org/10.1002/rev3.3017). Powerful knowledge can in short be described as knowledge that people need to understand and change the world. The aim is to examine when movement capability, as theorized through empirical research, becomes powerful. To delineate our perspective on knowledge, the concept of knowledge and knowing as theorized by Polanyi, M. (1962. Personal knowledge. University of Chicago Press) and (Carlgren, I. (2020). Powerful knowns and powerful knowings. Journal of Curriculum Studies. https://doi.org/10.1080/00220272.2020.1717634) is outlined, showing that movement capability comprises ways of knowing which are neither merely physical (the doing) nor mental (the thinking), but rather a fusion of both. With a widened understanding of powerful knowledge as including the knowing involved in the doings, we illustrate through empirical examples from previous and ongoing research, and how physical education can offer students possibilities to develop powerful movement capabilities.

In 1983, Judith Placek published “Conceptions of success in teaching: Busy, happy, and good?” Placek’s arguments have been picked up widely in research and are often used as a catchphrase to represent bad teaching. Our purpose in this paper is to revisit Placek’s argument and “update” it for modern times. We first contextualize “Busy, Happy, and Good” by exploring the sociopolitical “setting” in which it came from and examine the literature to investigate how the concept has been used. We then outline three challenges physical education faces regarding success in teaching. Lastly, we propose a framework using a revised version of Placek’s concept that engages in the complexities of student learning. In doing so, we discuss five learning “bodies”: (a) Moving Body, (b) Thinking Body, (c) Social Body, (d) Emotional Body, and (e) Cultural Body, and propose educational aims that can guide successful teaching across diverse movement cultures and reposition Placek’s arguments as more positive outcomes of physical education.

This study aims to generate a flexible competence framework that enables the digital and social inclusion of students through teacher training. In order to understand the needs of the teaching staff, both focus groups and interviews were used in a qualitative framework. A total of 6 focus groups with the participation of 29 educators were carried out, as well as 23 semi-structured individual interviews. The research work involved teachers from several countries: Italy, Spain, Sweden and the United Kingdom. Fifty-two teachers participated in the fieldwork. The data obtained from the interviews and focus groups were analyzed based on five dimensions: everydayness, temporality, spatiality, intersubjectivity and vulnerability. The results indicate deficits linked to the digital and social competences of teachers, which are addressed with the design of the FLEXI-COMP competence framework that includes different levels and is articulated based on knowledge and skills in three dimensions: basic digital competences, advanced digital competences and specific competences for working with vulnerable students. These dimensions are divided into 8 areas, developed in turn into 26 specific competences. This competence framework has been implemented in online training courses for teachers in different countries by applying podcasting, gaming and microlearning as learning strategies. This competence framework proposal is considered an innovation by combining the explicit digital dimension with the inclusion of soft competences, in accordance with the emerging demands of the fieldwork. Based on existing frameworks, teachers have been involved to become agents of change with their students, paying more attention to infodemically vulnerable students. The teachers who participated in the training highlighted the promotion of creativity, collaborative intelligence and the use of digital resources as key elements. The combination of digital and social competences of the competence framewo, Este estudio persigue generar un marco de competencias flexible que permita la inclusión digital y social del alumnado. La metodología cualitativa con una muestra de educadores de Italia, España, Suecia y Reino Unido indagó sobre necesidades docentes a través de 6 grupos de discusión y 23 entrevistas personales individuales. Los resultados orientan sobre déficits vinculados a las competencias digitales y sociales de docentes a las que se trata de dar respuesta con el diseño de un marco competencial estructurado en 3 dimensiones, 8 áreas y 26 competencias, aplicado posteriormente a través de cursos formativos online a docentes. El profesorado que realizó la formación destaca como claves la promoción de la creatividad, la inteligencia colaborativa y el uso de recursos digitales. La combinación de competencias digitales y sociales del marco competencial responde a las demandas detectadas y su flexibilidad de métodos garantiza una amplia replicabilidad., CC BY 3.0Autor para correspondencia: Noelia Morales-Romo Universidad de Salamanca Facultad de Educación. Paseo de Canalejas, 164. Salamanca Correo de contacto: noemo@usal.es, FLEXI-COMP Digital Competences for Adaptative Flexible and inclusive VET, MICMAC: Using micro-learning to train educators - a cascade approach to media and information literacy

In a systematic examination of scales commonly used in L2 Motivational Self System (L2MSS) research, Al-Hoorie et al. (2024) found discriminant validity problems. Raising jangle fallacy concerns, they argue that substantive research should be paused until validity issues are ironed out. However, validity at the measurement level is dependent on validity at the construct level. Replication attempts can fail when models are poorly theorized. To resolve problems at the measurement level, problems at the construct level need to be addressed., CC-BY 4.0This research was conducted within the research programme Transdisciplinary Approachesto Learning, Acquisition, Multilingualism (TEAM) funded by Riksbankens Jubileumsfond, grantnumber M23-0052. We gratefully acknowledge this support.

Although learning analytics (LA) often processes massive data, not all courses in higher education institutions are on a large scale, such as courses for employed adult learners (EALs) or master’s students. This places LA in a new situation with small datasets. This paper explores the contemporary situation of how LA has been used for small datasets, whereby we examine how the observed LA provisions can be validated in practice, which opens up possible LA solutions for small datasets and takes a further step from previous studies to enhance this topic. By examining the field of LA, a systematic literature review on state-of-the-art LA and small datasets was conducted. Thirty relevant articles were selected for the final review. The results of the review were validated through a small-scale course for EALs at a Swedish university. The findings revealed that the methods of multiple analytical perspectives and data sources with the support of contexts and learning theories are useful for strengthening the reliability of results from small datasets. More empirical evidence is required to validate possible LA methods for small datasets. The LA cycle should be closed to be able to further assess the goodness of the models generated from small datasets., CC-BY 4.0

Flickor är lika intresserade av teknik som pojkar – men bilden är ofta en annan. Vi måste hjälpas åt att bredda bilden av teknik och visa att den är för alla, skriver forskaren Ulrika Sultan.

I arbetsrapporten presenteras ett pedagogiskt utvecklingsarbete för att främja studenters samverkanskompetens, där vi utvecklat och testat en didaktisk processmodell. Utgångspunkt tas i Örebro universitets vision (2023) där vikten av samverkan lyfts fram och i UNESCOs (2017) nyckelkompetenser för ett hållbart samhälle. Målet är att studenter självständigt och i relation till andra professionsutbildningar får omsätta sina kunskaper och erfarenheter genom att arbeta tillsammans med autentiska case, där de övar perspektivtagande, reflektion och kommunikativa färdigheter samt att förhålla sig till etiska dimensioner. I vårt exempel möts socionom-, specialpedagog- och ämneslärarstudenter. Erfarenheter visar att deltagandet bidragit till en nyfikenhet hos studenterna och en ökad förståelse för varandras yrkesroller samt en medvetenhet om hinder och möjligheter med samverkan. De får syn på sin egen professions kompetensområden och identifierar vad de behöver lära sig mer om. Processmodellen är generell och kan användas inom högre utbildning för att främja studenters interprofessionella lärande och handlingskompetens i att samverka. Därtill bidrar rapporten till att berika diskussionen kring interprofessionellsamverkan i högre utbildning., The report presents a pedagogical project that promotes students' collaborative skills for which a didactic process model has been developed and tested. The starting point is Örebro University's vision (2023), where the importance of collaboration is highlighted and UNESCO's (2017) key competencies for a sustainable society. The goal is for students to apply their knowledge and experience independently and in relation to other professional educational programs by working together on authentic cases where they develop perspective-taking, reflection, communication skills and adhere to ethical practices. In our context, students from the departments of social work, special needs education and teacher education meet. Experience shows that participation has contributed to curiosity among the students, an increased understanding of each other's professional roles and an awareness of the obstacles to and opportunities of collaboration. They gain insight into their professional areas of expertise and identify what they need to learn more about. The process model is generic and can be used in higher education to promote students' interprofessional learning and collaborative competence. In addition, the report enriches the discussion around interprofessional cooperation in higher education.

I denna artikel analyserar vi utvecklingen av inkluderande utbildning i svensk grundskola sedan Salamancadeklarationens antagande för 30 år sedan. Vi fokuserar särskilt på implementeringen av policyreformer och utformningen av pedagogisk praktik med särskilt fokus på specialpedagogiskt arbete och elever i skolsvårigheter. Analysen bygger på styrdokument och publicerade studier. Resultatet tyder på ambivalenta utvecklingsspår: trots att själva ordet ”inkludering” inte nämns tycks styrdokumenten innehålla inkluderande ambitioner. Samtidigt ser vi både inkluderande och exkluderande tendenser i skolans verksamhet. För den pedagogiska praktiken väcker vår studie reflektions- och diskussionsmöjligheter över principer, policyer och genomförandet av inkluderande utbildning.

This study sets out to conceptually distinguish between ‘public’ and ‘greater good’ in respect to research impact claims. We argue that the former is a category reflective of genuine benefit for the wider public, while the latter merely represents a rhetorical category to pursue the ends of a select few. Methodologically, we showcase that only within the actual research conduct is it possible to distinguish between these two categories. Likewise, without acknowledging methodological limitations, researchers may contribute to post-truth predicaments in the sense that the interaction ritual chains they are using constitute a mere rhetorical flourish rather than a rigorous argument for genuine benefit. We conclude with an appeal to future scrutiny for how researchers can retain their integrity in this new research impact discourse. We argue that an uncritical use of impact arguments may undermine the very social fabric that makes scientific pursuits possible.

This study’s purpose is to contribute knowledge which can be used as a basis for vocational teachers in hospitality when they discuss sexual harassment with their students. We therefore explore how students in training for vocations in the hospitality industry explain why some guests subject staff to sexual harassment. The empirical material consists of focus group interviews with students in the Swedish Hotel and Tourism programme and the Restaurant Management and Food programme. Twenty-two focus group interviews were conducted, 2–8 students participated in each group. The interviews took place in ten different municipalities in southern Sweden. The students’ explanations are that the sexual harassment is an issue linked to the generation, an issue of information, an issue of personality, an issue related to alcohol, an issue to do with male nature, and an issue of guests taking advantage of their status. These different explanations are linked to overarching discourses. Several of these are historical discourses that have been repeated for a long time. For teachers in the hospitality vocational education programmes a pedagogical point can be to highlight all the explanations and discourses in order to examine together with the students the assumptions on which their explanations rest.