In this article, a collaborative Deleuze-Guattarian-inspired cartography is produced with preschool practitioners to explore the assemblages of teaching in preschool. The aim is to map how teaching comes into being in preschool planning and reflection practices following the movements of territorialisation and re-/de-territorialisation. Unwinding…

This article focuses on preschool teachers' collegial learning in relation to children's use of digital learning tools in preschool. The aim of the study was to investigate how preschool teachers understand, change, and improve learning situations when digital tools are used, under the supervision of a film educator, a preschool colleague, and a…

Teacher leaders are increasingly leading learning conversations in professional learning communities (PLCs) in schools in several parts of the world today, but there is little empirical knowledge of teacher leadership in PLC conversations. Thus, this article aims to enhance such knowledge, particularly the development of teacher leadership in PLC…

We present an empirically based model for modeling the quality of pre-service teacher reflection. Conversations from twelve groups of a total of 47 pre-service teachers were video recorded and transcribed verbatim. First, we analyzed their conversations through practical epistemology analysis and an operationalization of Dewey's definition of…

This article describes how some Swedish compulsory schools work to achieve collective development of practices in mathematics and science. The overall aim is to increase knowledge about factors influencing progression to professional learning in different school contexts. Data were collected through four case studies by interviews with teacher…

Becoming a teacher requires preservice teachers (PSTs) to interpret experiences from different perspectives because of the reversal role from being a student to being a teacher. For teacher education programs to be most effective, they need to understand the knowledge that PSTs hold and develop in order to optimise professional learning. With an…

When stable and reliable practices were disrupted due to the global pandemic, university teachers were forced to promptly adapt. Through Q sorting and deliberative dialogues, this study reports how university teachers shifted their normative values concerning successful future learning environments during the first year of the pandemic. Results…

Background: A focus on equity, democracy and social justice in HPE is pertinent in an era where there are growing concerns about the impact of neoliberal globalisation and precariousness of society (Kirk 2020). Although there is advocacy for teaching approaches in HPE that address issues of social justice, there is limited empirical research of…

As seen in previous chapters of this volume, student involvement in the proPIC Europa project differed at each partner university. For some, engagement rewarded students with formal credits towards a Master's programme. For others, the project offered an opportunity to experience another education system and broaden their knowledge of mobile…