The main theme of this article is teachers' experiences of how joint reflection and common follow-up practices impact on the development of inclusive education. The study was conducted using an adapted letter method, where the teachers at one school in Norway answered some open questions by discussing and formulating a joint text. The results…

This article is based on a research and development project conducted in one upper secondary school in Norway. The participating teachers have been part of a three year longitudinal study, and the findings in the present study are from their third and final year of a professional development study. The aim of this study was to find out how…

The aim of this study was to find out how science teachers who have participated in a one-year school-based collaborative teacher professional development programme, perceive the programme's impact on their professional development. Constant comparative analysis was used on data from three schools to generate the findings in this study. The…

The paper is based upon a case-study of mentoring in teacher education in Norway. It describes the practice of the cooperating teacher and how mentoring in the practice-field contributes to student teachers learning. The main focus is how student teachers develop pedagogical content knowledge in mathematics through reflections with the mentor…