Background: The most recent Norwegian educational reform, in force from 2020, was the first to include games alongside more traditional language learning resources (e.g., novels, films, music) in the English curriculum for secondary school. This educational emphasis on games provided a unique opportunity to examine how games are actually used in…

This qualitative study examines semi-structured interviews with four Norwegian teachers to explore how they teach biblical texts in upper secondary religious education (RE). The theoretical framework combines one model from biblical hermeneutics with one from RE. The former differentiates between the worlds behind, in, and in front of the biblical…

Vocational teachers in building and construction in upper secondary school deal with complex situations of an organisational, vocational, and social kind. Recent research has shown that the teacher is the single most important factor for students' learning in school. Teacher-student relationships and the teacher's repertoire of teaching practices…

In Mach 2020, the Norwegian schools were closed in response to Covid19. The current study concerns teachers' experiences of distance teaching in April 2020 during the online schooling period in one Norwegian municipality. A survey was sent via e-mail to all teachers in primary and secondary state schools in the explored municipality. Thematic…

This article draws on a classroom project to explore the complexities of collaborative teaching within the music classroom, where a professional team collaborated to facilitate digital music-making at a lower secondary school in Norway during a student teacher practicum placement. The collaborative team, including in-service and pre-service…

Background: The ability to collaborate is a central competence that students need to be taught in school, in order to prepare them for the social and work realities that they will face in the 21st century. Research shows that students often study in educational settings that do not promote collaboration with peers. Based on a renewed focus on the…

This article is concerned with presenting a qualitative study of teachers dealing with undemocratic attitudes in secondary school. The research question was: how do teachers teach when the aim is to remove undemocratic attitudes and prevent the formation of undemocratic attitudes? The research group which was part of the study established…

Teaching through a second language (L2) poses many challenges, as second language learners (SLLs) have fewer linguistic resources in the language of instruction. Scaffolding students' learning is a possible way of overcoming these challenges, but there are few studies on this in Content and Language Integrated Learning (CLIL) contexts. The present…

In recent decades, most Nordic countries have seen reforms in their teacher education programme, giving rise to an ongoing debate on these programmes' content, structure, and quality. As part of a recent reform of teacher education in Norway, new Master's-level programme have been introduced to educate teachers for grades 5-10, whereby pre-service…

Background: This article focuses on the complementarity between formative interventions research conducted within the framework of cultural historical activity theory, action research and learning, as well as how this complementarity influences the researcher's role. Purpose: The study suggests how action research, learning and formative…

The research aim of the project presented in this paper is to contribute to an understanding of the meaning of push- and pull-out in inclusive school systems. We ask: How do Italian and Norwegian teachers regard the fact that it is sometimes seen as necessary for some students to spend time out of class? A vignette with short scenarios to…

This study explores the processes of collaborative teacher learning in a Lesson Study group at a lower secondary school in Norway. In this context, teacher learning is understood from a sociocultural perspective, as making sense of the world, solving problems and exploring new perspectives through social interaction. Audio-recorded teacher…

Purpose: The study explored how PSTs perceived a learning design, using a decision simulator, a self-reflection guide and a peer mentoring guide as tools to mediate reflections on approaches to the teacher's role. The individual characteristics of PSTs were also considered, including role clarity, self-efficacy and affective commitment, as…

This article reports on a qualitative study investigating how perceptions of feedback and feedback practice developed over the course of a seven-month development project with students and teachers in ten lower secondary schools. The aim of the study was to contribute to the knowledge about how a development project with teachers can contribute to…

Teacher autonomy and teacher agency are positively related to teachers' motivation and engagement in teaching. This paper combines the concepts of teacher autonomy and teacher agency to study how Brazilian and Norwegian lower secondary teachers respond to an accountability system marked by a centralised outcomes-based curriculum and testing.…