Higher education institutions are struggling to elevate the value and status of academic teaching. In this endeavour, rewards for excellence in teaching are becoming a common measure. This study reports on the experience of the first academic teachers who were given the status as rewarded teachers in new reward systems. We explore rewarded…

This paper explores development in teacher beliefs and ideas for adaptations with respect to students who display challenging behaviour. These students have the same right to inclusive education as other students, but evidence suggest that this still is a partially unsolved issue. The study's context is an elementary school using Lesson Study as…

Wellbeing is a current theme in educational policy. However, responsibility for ensuring student wellbeing is an underexplored aspect of teacher professionalism. Although the scope and boundaries of those responsibilities are becoming to a greater extent defined externally, this does not make teachers' work more straightforward. This article…

This study investigates teachers' understanding of how conversations between colleagues can promote the development of knowledge. Its purpose is to supplement previous research in the field of knowledge processes in respect of conversation as an integral part of teachers' everyday work. On the basis of interview data obtained from teachers in a…

The Norwegian Educational Psychological Service (EPS) is a significant partner to guide and support the development of fruitful learning environments and inclusive education (IE) in kindergartens and schools. To do so, collaboration with principals and classroom teachers is crucial. The question addressed in this article is which properties of…

Classroom observations and teacher reports were used to investigate patterns of instructional support quality and the association with job satisfaction and collegial collaboration. Eighty-one Norwegian lower secondary schoolteachers participated in the study. Latent profile analysis (LPA) identified five profiles: confident (n = 21), low-quality…

The article focuses on Teacher Time Outs (TTOs) in rehearsals and co-enactments as part of a practice-based approach to professional development, aiming to support teachers' learning of ambitious mathematics teaching. Ambitious teaching requires teachers to be responsive to students' ideas in-the-moment of instruction. This is complex and places…

This article presents findings from a study examining teacher talk in the early and late phases of a 4-year project in a Norwegian elementary school where Lesson Study was used as a method for professional development. The study focuses on inclusive and adapted education and aims to explore the changing beliefs about student needs and the…

Teacher self-reports were used to investigate patterns of their self-efficacy and attitudes toward inclusive education in association with teacher emotional support, collective teacher efficacy, and collegial collaboration. Data included a sample of 100 Norwegian upper secondary school teachers from a mixed-methods cluster randomised controlled…

This article builds on an arts-based pedagogical development project where a kindergarten educator and a somatic dance teacher have created and conducted dance-workshops for kindergarten teachers, aiming at developing bodily professional knowledge through dance. The research is carried out from a post-human perspective (Barad, Karen, "Meeting…

This study investigates teachers' perceptions of school democracy within a low-stakes accountability context. While previous studies have focused on teachers' perceptions of school climate and citizenship norms, we know less about factors associated with their perceptions of democracy in their schools. Through a multiple regression analysis of…

Purpose: The purpose of this study is to gain insight into and understand the authentic lived experience of the processes of collaborative inquiry in teamwork from the perspective of teachers. Design/methodology/approach: Data comprises stimulated recall interviews and semi-structured interviews. Seventeen teachers from four different teams in…

Having two teachers work collaboratively in the same class has been suggested as a possible solution to several instructional challenges, including the inclusion of students with special needs in mainstream classrooms and as part of school-wide prevention models to increase student achievement. In this, shared responsibility between teachers is…

In a time of strong focus on school development, teachers' work is increasingly linked to a variety of actors, organisations and stakeholders with different agendas and suggestions for school improvements. This paper explores the different actor constellations that teachers engage with in collaborative knowledge work and the opportunities and…

The aim of this study was to explore English teachers' teaching techniques perceived as important when teaching English as a third language (L3) to minority adult students in secondary schools. Using a quantitative research approach, 95 teachers from two districts in the Viken county of Norway completed a 15-item questionnaire titled. Perceived…